Relevant bibliographies by topics / Learning – Psychological aspects / Journal articles
To see the other types of publications on this topic, follow the link: Learning – Psychological aspects.

Journal articles on the topic 'Learning – Psychological aspects'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Learning – Psychological aspects.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Makazhanova, Z. "Psychological aspects of learning english." Pedagogy and Psychology 42, no. 1 (March 30, 2020): 45–49. http://dx.doi.org/10.51889/2020-1.2077-6861.05.

Full text
Abstract:
The article discusses issues of effective learning and mastering a foreign language and factors affecting the learning process. The author focuses on the methodological and psychological aspects of this process. The effectiveness of learning and mastering a foreign language, its further professional use, in addition to the teacher’s talent to use the correct method of presenting and activating teaching material, the ability to build trust with students and create a comfortable environment for them in the classroom, depends largely on psychological factors, on the students’ ability to change established ideas about their ability to assimilate and freely use foreign language speech both in class and in real life.
APA, Harvard, Vancouver, ISO, and other styles
2

Kakhkharov, Siddik Kakhkharovich, and Shukhratjon Farmonovich Turaev. "Pedagogical And Psychological Aspects Of Independent Education." American Journal of Social Science and Education Innovations 03, no. 05 (May 30, 2021): 240–46. http://dx.doi.org/10.37547/tajssei/volume03issue05-45.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Matveev, Mikhail. "Psychological aspects of history e-learning." OOO "Zhurnal "Voprosy Istorii" 2021, no. 03 (March 1, 2021): 158–72. http://dx.doi.org/10.31166/voprosyistorii202103statyi29.

Full text
Abstract:
Acute respiratory viral infections (ARVI) cause more than 80% of all acute respiratory diseases. Like most viral pathogens of SARS, coronaviruses are RNA viruses, but they have the largest genome in terms of size - about 29 thousand nucleotides. Live anti-coronavirus vaccines have been developed for dogs and domestic chickens, because their respective varieties cause severe chronic infection and high viral mortality.
APA, Harvard, Vancouver, ISO, and other styles
4

Barchi, Beata, Tetyana Kravchenko, and Natalia Martyn. "PSYCHOLOGICAL ASPECTS OF ENGLISH GRAMMAR LEARNING." International scientific journal «Education and Science» 2(27), no. 1 (2019): 71–74. http://dx.doi.org/10.31339/2617-0833-2019-2(27)-71-74.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kim, A., D. Assanova, and M. Knol. "The nature and content of psychological-pedagogical problems of multilingualism: linguistic and psychological aspects." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 150–56. http://dx.doi.org/10.31489/2021ped2/150-156.

Full text
Abstract:
Recently the concept of multilingualism has become a defining approach to the problem of language learning. Multilingualism occurs as an individual's language experience, expands culturally from the language used in the family to the language used in society, and then to the acquisition of languages of other peoples. The individual does not “keep” these languages and cultures separate from each other, but forms a communicative competence based on all knowledge and all language experience, where languages are interconnected and interact with one another. One of the most important approaches to both bilingual and multilingual education is, in our opinion, the study of psycholinguistic and neuro-linguistic mechanisms of bilingualism and multilingualism formation. The peculiarity of the language situation of the Republic of Kazakhstan is the presence of bilingualism, which occured in the country as a natural process in a multinational state. However each region of the country has its own specifics in terms of language. In this regard, there is a need for a regional approach to the study of the language situation in the Republic of Kazakhstan. It is worth noting that the definition of the role and place of Russian language in teaching a foreign language in the context of multilingualism is insufficiently studied. Russian language is not only a universal means of communication generally accepted in the Republic of Kazakhstan, but also the main means of knowledge of sciences and support in learning a foreign language. Linguistic situation of foreign language teaching in multilingual environment in many respects differs from the linguistic situation of learning a foreign language in a monolingual audience.
APA, Harvard, Vancouver, ISO, and other styles
6

Markov, D. O. "Social-Psychological Aspects of Professional Learning Motivation." Psychological-Educational Studies 8, no. 4 (2016): 50–61. http://dx.doi.org/10.17759/psyedu.2016080406.

Full text
Abstract:
The article contains a theoretical review of both Russian (T.O. Gordeeva A.G. Bugrimenko, O.A. Tchadenkova etc.) and foreign (R. Rayan, and E. Dasy, A. Elliot and H. Makgregor, etc) approaches, classifications and researches of motivation of educational-professional activity, and special attention is paid to the socially-psychological features of this motivation: external conditionality of structural components, including achievement motivation, the mechanism of its formation in changing conditions of social environment, as well as nature of correlation of socially-psychological features of personality, in particular, processes of its socially-psychological adaptation, with characteristics of its motivational sphere. The article considers researches of external educational environment, (M. Bokarts, etc.) and inner personality settings (К. Dvak, А. Bandura) on becoming and development of motivation training are considered. Also there are researches of dynamics of motivation of educational-professional activity on various phases of educational process are described.
APA, Harvard, Vancouver, ISO, and other styles
7

Laili, Nurul. "ASPEK PSIKOLOGI PEMBELAJARAN DARING MASA PANDEMI COVID-19 DENGAN CAPAIAN INDEKS PRESTASI KUMULATIF MAHASISWA VOKASI." Jurnal Ilmiah Pamenang 2, no. 2 (December 9, 2020): 7–17. http://dx.doi.org/10.53599/jip.v2i2.67.

Full text
Abstract:
Abstract Background: Changes that occur in the learning process due to a pandemic have an impact on the psychological aspects of students. Factors that influence the psychological aspects of learning are intelligence, learning environment and learning methods. Online learning methods require adaptation to habitual patterns and use of technology. Independent learning, indirect learning, and multiple assignments, have a psychological effect on a variety of physical and mental complaints. Evaluation of online learning through understanding (cognitive) and affective results with reference to the cumulative grade point average obtained by students during online learning. Method: The research design used cross-sectional. The population in this study were all D3 Nursing students of STIKES Karya Husada Semester 2. Data collection techniques were Total Sampling. The independent variable is the psychological aspect of vocational students facing online learning and the dependent variable is the achievement of the student's Grade Point Average. Measurement of psychological aspects using a scale instrument of psychological aspects of resilience. The type of test used is the Chi Square test with p value <0.005. Results: Most of the respondents had a positive psychological aspect when learning online and had a very satisfying GPA. The result of the value correlation test shows a significance of 0.000, so there is a relationship between psychological aspects and the achievement of the student's grade point average.Analysis: Learning conditions that have implications for individual responses show that education as an institution is able to prepare students for online learning well. Conditions that can support the learning process, facilitators, academic tools and learning methods are quite varied, increasing the ability of students to follow each learning process. The competency target that is sought is still optimal, although not ideal, it will greatly help students achieve good learning outcomes.Conclusion: Achievement of learning outcomes can be influenced by interest, motivation, cognitive abilities, ability to share time, relationships with family, lecturers' explanations and living conditions, social conditions and individual abilities to adapt to learning conditions. Keywords: Psychological aspects, Grade Point Average, Online learning
APA, Harvard, Vancouver, ISO, and other styles
8

Rad, MojtabaRezai, and Masoumeh Rezaei. "Psychological aspects effectiveness mobile learning in higher education." International Journal of Educational and Psychological Researches 1, no. 3 (2015): 199. http://dx.doi.org/10.4103/2395-2296.158326.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hartley, J. R. "Some Psychological Aspects of Computer‐Assisted Learning and Teaching." PLET: Programmed Learning & Educational Technology 22, no. 2 (May 1985): 140–49. http://dx.doi.org/10.1080/1355800850220206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Špatenková, Naděžda, and Lucie Smékalová. "Conditions of Succesful Learning in Adulthood." Lifelong Learning 5, no. 2 (2015): 8–22. http://dx.doi.org/10.11118/lifele201505028.

Full text
Abstract:
This contribution deals with conditions of successful learning in adulthood. It describes basic parameters of successful learning, psychologically conditioned attributes of learning and relation between age and docility. The findings originate from the insight into psychological and personality changes in adulthood which are consequently applied in educational context. The aim of the contribution is to reflect such aspects of learning of adults which crucially determine successful learning and education in adulthood.
APA, Harvard, Vancouver, ISO, and other styles
11

Grabovska, I. V. "Psychological aspects of foreign language learning at an early age." Humanitarian studios: pedagogics, psychology, philosophy 10, no. 4 (November 26, 2019): 79–83. http://dx.doi.org/10.31548/hspedagog2019.04.079.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Salikhova, Nailya R., Martin F. Lynch, and Albina B. Salikhova. "Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective." Contemporary Educational Technology 12, no. 2 (October 8, 2020): ep280. http://dx.doi.org/10.30935/cedtech/8584.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Dashkina, Alexandra I., and Victoria M. Yakovleva. "Psychological aspects of collaborative learning in the shared information environment." World of academia: Culture, Education, no. 7 (September 30, 2020): 63–70. http://dx.doi.org/10.18522/2658-6983-2020-07-63-70.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

KUBRICKÝ, Jan. "THE SELECTED PSYCHOLOGICAL ASPECTS OF STUDENT LEARNING USED IN TEACHING WEB PAGES." Trends in Education 8, no. 1 (July 1, 2015): 255–62. http://dx.doi.org/10.5507/tvv.2015.014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Iasechko, Maksym, Svitlana Iasechko, and Iryna Smyrnova. "Pedagogical aspects of self-development of distance learning students in Ukraine." LAPLAGE EM REVISTA 7, Extra-B (May 31, 2021): 316–23. http://dx.doi.org/10.24115/s2446-622020217extra-b929p.316-323.

Full text
Abstract:
Analysis of psychological and pedagogical literature on the research problem. To identify and experimentally test the effectiveness of organizational and pedagogical conditions affecting the creative self-development of a distance learning student. Research methods: analysis of philosophical and psychological-pedagogical literature on the problem under study; pedagogical experiment; modelling, questioning, testing, analysis of the products of students' creative activity (essays, creative works, creative projects) and the implementation of educational tasks, conversations.
APA, Harvard, Vancouver, ISO, and other styles
16

Hagemeister, Carmen, and Karl Westhoff. "Teaching and Learning Psychological Assessment: Aspects of the Client's Question 1." European Journal of Psychological Assessment 18, no. 3 (September 2002): 252–58. http://dx.doi.org/10.1027//1015-5759.18.3.252.

Full text
Abstract:
Summary When psychologists are given a question by a client they have to decide if they have the necessary knowledge - and if the client's question meets legal, ethical, and professional standards. We constructed a checklist containing eight rules for the relevant decisions and investigated how well students of psychology applied those rules. Sixty-one students from two courses in psychological assessment performed two tests containing correct and incorrect client's questions. They took the first test at the beginning of the course and the second after treating the topic of client's questions; the pretest in one course was used as the posttest in the other course and vice versa. Between pretest and posttest, one session was spent discussing the solutions and reformulating incorrect questions. The students' overall performance significantly increased from 61% correct solutions in the pretest to 70% in the posttest. The increase in performance was significant for recognizing that it is illegal or unethical to work on a client's question or that a client's question is correct.
APA, Harvard, Vancouver, ISO, and other styles
17

Imedadze, Natela. "Psychological aspects of learning Russian as a second language in Georgia." Prospects 16, no. 1 (March 1986): 135–40. http://dx.doi.org/10.1007/bf02197979.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

L., Idrus. "ANALISIS PSIKOLOGIS KOMPARATIF PENDEKATAN PEMBELAJARAN KI HADJAR DEWANTARA DAN BENJAMIN S. BLOOM." DIDAKTIKA : Jurnal Kependidikan 13, no. 1 (August 15, 2019): 17–30. http://dx.doi.org/10.30863/didaktika.v13i1.326.

Full text
Abstract:
Ki Hadjar Dewantara and Benjamin S. Bloom have different learning approach in term of psychological aspect in learning activities. Ki Hajar Dewantara tends to maximize the potency of each individual i.e. (educate the head, the heart, and the hand) and the social-cultural totality in interacting with the environment with "sistem among: care and dedication based on love. In another hand, Benjamin S. Bloom emphasizes on behaviorism theory which believes that learning is an internal process includes memory, retention, information process, energy and other psychological aspects. From the character learning, Ki Hajar Dewantara focuses on attitude of students, how they communicate, humanism, and the physical aspect of student. It integrates the art and cultural aspect in learning process while Benjamin S. Bloom streghtening the cognitive aspect of student by implementing behaviorism learning process.
APA, Harvard, Vancouver, ISO, and other styles
19

Sosnich, Yuliia, Karolina Reida, Tetiana Dehtiarenko, Oleksandr Kolyshkin, Yurii Kosenko, and Iryna Omelchenko. "Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects." LAPLAGE EM REVISTA 7, no. 3B (September 16, 2021): 68–78. http://dx.doi.org/10.24115/s2446-6220202173b1487p.68-78.

Full text
Abstract:
The aim of the research is to identify the psychological and pedagogical principles of distance learning for children with cognitive development disorder in primary school. During the exploratory and empirical research, it was observed that the actual conditions of distance learning for pupils with cognitive development disorder cover the categories as follows: ZOOM is the most common method of distance learning; distance learning is more difficult to manage; distance learning is more stressful compared to face-to-face training. The triads of psychological and pedagogical fundamentals for organizing distance learning have been formalized, namely: the name and content of the component of educational activity, psychological - correctional objectives, and techniques used in distance learning. The features of the course of cognitive processes in the context of the psychological and pedagogical principles of organizing distance learning for children of primary school age with cognitive development disorder have been revealed.
APA, Harvard, Vancouver, ISO, and other styles
20

Efremova, Nadezhda, and Anastasia Huseynova. "Psychological and pedagogical aspects of increasing educational motivation." E3S Web of Conferences 175 (2020): 15015. http://dx.doi.org/10.1051/e3sconf/202017515015.

Full text
Abstract:
Given scientific research is devoted to the consideration of factors influencing educational (learning) motivation. One such factor is the assessment of academic achievements. The difficulties of obtaining an objective assessment in educational practice are noted and possible ways to overcome them are shown, including through external (independent) standardized testing. Authentic assessment requires special training and the creation of an appropriate base, this problem can be solved in the form of organizational and methodological support of teachers by external professional centers providing assessment in the form of an educational audit. The data of external testing and subsequent questionnaires are presented, allowing to judge about changes in the educational motivation of school students in the assessment process. The need to identify the progress of individual achievements in the educational process requires the development and introduction of new assessment forms that create the confidence of students in assessments and affect educationalmotivation.
APA, Harvard, Vancouver, ISO, and other styles
21

Darussyamsu, Rahmawati, and Neviyarni Suhaili. "FAMILY EDUCATION THAT COMPREHEND INDIVIDUAL DIFFERENCES; DETERMINANTS OF CHILDREN’S LEARNING MOTIVATION IN THE COVID-19 PANDEMIC." Jurnal Perspektif Pendidikan 14, no. 2 (December 28, 2020): 109–24. http://dx.doi.org/10.31540/jpp.v14i2.1078.

Full text
Abstract:
The Covid-19 pandemic made a change in the learning process from offline to online. This has inevitable positive and negative effects from various aspects, such as learning objectives, students, educators, infrastructure, and the learning environment. All aspects of education that used to take place predominantly in schools are now all at home. Therefore, the key aspect of implementing education is now played by parents. But, the problem is, not all of parents have adequate knowledge about how to educate children and the psychological aspects that accompany it. The individual difference factor is the main aspect that determines children success in learning. This happens with the interaction between the accuracy of parental treatment that takes into account individual differences, thus making children motivated in learning. When the children’s learning motivation is good, the learning will take place effectively and make a meaningful contribution to the childs’ life. Thus, parents must strive for this achievement in order to get good results in children’s education even during the pandemic.
APA, Harvard, Vancouver, ISO, and other styles
22

Guslyakova, A., N. Guslyakova, M. Vetkhova, and V. Kirsanov. "Psychological aspects of the relationship of consciousness mechanisms and individualization of learning." Pedagogy and Psychology of Education, no. 4, 2019 (2019): 172–85. http://dx.doi.org/10.31862/2500-297x-2019-4-172-185.

Full text
Abstract:
The article covers the problem of the relationship of teacher’s consciousness and the individualization of learning. Special attention is paid to the historical aspects of the problem of individualization of education and its various interpretations in the works of researchers. It is shown that today the situation of social uncertainty, which requires a person to constantly choose a social position, action, way of achieving their goals, stands behind the problem of educational individualization. The professional consciousness of the teacher is considered as a form of life of the subject, providing a solution to professional problems in the process of teaching. Taking into account the relationship between consciousness and the individualization of learning, the authors show how this problem is resolved when the reflection and goal-setting mechanisms are included in the paradigm of joint activities between a teacher and a student, ensuring the development of professional and pedagogical consciousness at the stage of higher education. Thus, educational and professional activities and mechanisms for the development of consciousness of subjects of activity, conditioning each other, find their place in the context of solving problems of implementing the individualization of learning of the subject (child).
APA, Harvard, Vancouver, ISO, and other styles
23

Mukova, Lyudmila A. "Social and psychological aspects of distance learning (case study of bachelor students)." Psychology in Education 2, no. 2 (2020): 157–65. http://dx.doi.org/10.33910/2686-9527-2020-2-2-157-165.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Rhöneck‡, Christoph v., and Karl Grob. "Psychological aspects of learning about basic electricity in rural and urban classes." International Journal of Science Education 13, no. 1 (January 1991): 87–95. http://dx.doi.org/10.1080/0950069910130108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Hydén, Holger. "The learning brain during a life-cycle - some biochemical and psychological aspects." Acta Neurologica Scandinavica 62, S80 (January 29, 2009): 9–27. http://dx.doi.org/10.1111/j.1600-0404.1980.tb02346.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Shumakova, Serafima Yurievna, Ekaterina Anatolyevna Shugaeva, Inga Konstantinovna Orlova, Artem Yuryevich Lakhtin, Sophia Ravilevna Sadekova, and Antonina Nikolaevna Vakulenko. "Distance education of students." Laplage em Revista 6, Extra-C (December 30, 2020): 282–91. http://dx.doi.org/10.24115/s2446-622020206extra-c653p.282-291.

Full text
Abstract:
The aim of the study is to reveal the typical social and psychological opportunities and limitations of distance learning via the Internet. The study of scientific-methodical and pedagogical literature on the problem of social and psychological opportunities and limitations in distance learning in higher education institutions were used. The article presents the views of scholars on the theoretical aspects of social and psychological opportunities and limitations of distance education of university students. Different aspects of students' attitude to distance learning in the conditions of coronavirus pandemic spreading have been described based on a survey of humanities students. Based on the results of the research, three groups of opportunities and limitations of distance education of students ― pedagogical, information-technological, and psychological ― as well as their content have been identified.
APA, Harvard, Vancouver, ISO, and other styles
27

Yarullina, Lyaylya. "Digital learning at the University of Architecture and Civil Engineering: psychological risks and effects." E3S Web of Conferences 274 (2021): 09007. http://dx.doi.org/10.1051/e3sconf/202127409007.

Full text
Abstract:
The article examines the problem of digital education in high school in terms of its psychological risks and effects. The aim of the work is to identify the psychological effects of the transformation of higher education in the digital age and to determine the priority trends of psychological support in the digital educational process. In the theoretical aspect of this study the analysis of the problem of psychological risks and challenges of digital education in high school is presented on the basis of domestic and foreign experience of transition to a remote format of education. Methods of theoretical analysis of modern sources on this problem were applied, in particular, cognitive and personal-developing approach to professional and professional-pedagogical education. The author refers to the separate articles on digital education in high school. The work analyzes the sociopsychological aspects of digital education reflecting the person-oriented system risks, communicative competence risks, individual psychological security risks and a new type of students in the digital age. The article reveals only some of the psychological effects of digitalization discussed in studies on this issue. As a result, the priority trends of digital education psychological effects in high school were identified.
APA, Harvard, Vancouver, ISO, and other styles
28

Korepanova, E. V., and E. V. Kirpicheva. "Dialogical Communication in Psychological Support of Students’ Learning." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 4(78) (2020): 091–99. http://dx.doi.org/10.17277/voprosy.2020.04.pp.091-099.

Full text
Abstract:
The derivative function of dialogical communication in the psychological support of learning is intensification of activity, which is especially clearly manifested in group dialogue. Dialogical communication is presented from the standpoint of the methodology of communication, communication, relationships. These aspects of the study of dialogical communication presuppose productive and dynamic interpersonal interaction, mutual understanding and mutual knowledge. This approach is logically presented in the consideration of dialogical communication in the psychological support of learning. The correlation between increased effectiveness of dialogical communication in psychological support of learning and increased productivity of the activity, which is clearly traced in the polylogue, is revealed. Dialogical communication in psychological support of students’ learning can be presented as the unity of all participants of communication in achieving the goal, taking into account psychological factors of the dialogue and conditions of dialogization of relationships between the teacher and the student.
APA, Harvard, Vancouver, ISO, and other styles
29

Cunandar, Dadang. "Gender-based Students’ Listening Ability of Auditory Learning Modality." Acuity: Journal of English Language Pedagogy, Literature and Culture 5, no. 2 (June 15, 2020): 17–23. http://dx.doi.org/10.35974/acuity.v5i2.2237.

Full text
Abstract:
This study aims to determine the characteristics of gender-based auditory learning modality, supporting aspects of listening ability, and gender-based listening abilities. This study used a qualitative approach with a case study design. The research subjects were the fifth grade students of Cigugur State Elementary School. Data was collected through literature studies, observations, interviews, documentation, and field notes. The validity of the data is checked by data credibility and data dependability. Data is analyzed by data reduction, data presentation, and conclusion or verification. The results of the study show 85% students showed the characteristics of auditory learning modality. The characteristics of male students tend to be independent, strong, and ambitious while female students are more cheerful, spoiled and obey. The supporting aspects of listening ability are physical aspect, psychological aspect, sex, and learning media. The listening ability of female students is better than male.
APA, Harvard, Vancouver, ISO, and other styles
30

Марушина, М. К., and Е. Н. Махмутова. "Organizational, Methodological, Psychological and Pedagogical Aspects of Corporate Distance-Learning Courses for Managers." Психолого-педагогический поиск, no. 2(58) (July 9, 2021): 17–32. http://dx.doi.org/10.37724/rsu.2021.58.2.002.

Full text
Abstract:
В связи с пандемией коронавируса большинство учебных заведений были вынуждены экстренно перейти на дистанционное обучение. Практический опыт перехода на дистанционное обучение в вузах обобщается в современных психолого-педагогических исследованиях. Дистанционные технологии применяются достаточно широко и считаются эффективными для различных программ и целевых аудиторий обучающихся. Однако для руководителей высшего звена и кадрового резерва обычно доказывается необходимость преимущественно очного или смешанного обучения. Это обусловливает актуальность данной статьи, в которой на примерах из практики показано, как в условиях пандемии осуществляется переход обучения руководителей в рамках дополнительного профессионального образования на преимущественно дистанционное обучение, каковы изменения в его содержании и результатах, выборе методов обучения, контроля, оценки, требованиях к педагогическим кадрам. Анализ соответствия дистанционных форм и методов целям и принципам корпоративного обучения руководителей с учетом особенностей социально-психологического взаимодействия и андрагогических принципов отражает новизну авторского подхода. Также раскрывается возможность применения этих «вынужденных» решений при разработке и проведении модульных программ обучения руководителей в будущем, в «новых нормальных» условиях. Due to the coronavirus pandemic, the majority of educational institutions had to make a rapid transition to distance learning format. Modern psychological and pedagogical research provides an overview of distance learning experiences. Remote-learning technologies are tools that have proved their worth and effectiveness in delivering knowledge to different target audiences. However, the majority of researchers maintain that it is essential that human resource professionals and educational leaders should be trained offline or in a mixed format. The aforementioned conviction accounts for the relevance of the article. The authors of the article provide real-life examples to prove the effectiveness and feasibility of online training for human resource professionals and educational leaders. They show what changes a training course undergoes when delivered online and how online format affects the results, teaching and assessment strategies, monitoring strategies. The novelty of the research consists in the analysis of the correlation between the forms and strategies of online learning and the principles of school leadership training. The research takes into consideration andragogical principles which require social and psychological collaboration of all the participants of the learning process. The article assesses the possibility of applying online learning strategies imposed by the pandemic in the post-COVID world.
APA, Harvard, Vancouver, ISO, and other styles
31

Koshel, Tatyana, Natalya Manuylova, Nadezhda Revyakina, and Elena Sakharova. "Psychological approach to foreign language teaching." SHS Web of Conferences 70 (2019): 08021. http://dx.doi.org/10.1051/shsconf/20197008021.

Full text
Abstract:
This article deals with psychological mechanisms in professionally-oriented approach to learning foreign languages in non-linguistic faculties of universities. This approach is very actual as it develops students’ ability to speak foreign languages in specific professional, business, academic fields and situations, taking into account the characteristics of professional thinking. Psychological approach to foreign language teaching must be closely connected with culture oriented method as the leading one and recognized as a priority in the focus of the education renewal. In the article it is proved that cultural background is of great importance. A dry language course can teach the learners to say what is correct and acceptable only. But the learners also need to know what is appropriate for the target society and what is not. This can only be achieved if they learn about psychology, culture and traditions while learning foreign language. Methods: Mind – maps, pie charts, dramatization, projects, role-playing to decide on which aspects of the culture the learners mostly need to learn about. The most important aspects of the English culture are defined and put into order of importance. Conclusions and Recommendations: suggesting ways of integrating psychology culture into the foreign language syllabus.
APA, Harvard, Vancouver, ISO, and other styles
32

BARBU, D., C. FORŢAN, and D. STOICA. "PSYCHOLOGICAL CHARACTERISTICS OF LEADING THE JUNIOR FOOTBALLERS’ TEACHING - LEARNING PROCESS." Series IX Sciences of Human Kinetics 13(62), no. 2 (December 10, 2020): 19–26. http://dx.doi.org/10.31926/but.shk.2020.13.62.2.2.

Full text
Abstract:
The coach is directly responsible for the good accomplishment of the process of transmitting the information, but especially for his result – preparing today's athletes to become members with full rights, but also with responsibilities in tomorrow's society. The paper highlights the priority aspects of the psychological peculiarities of the junior footballers’ personality and their importance in gaining performance. The conclusions of the current research will make the coaches’ teaching process as well as the athletes’ learning more efficient.
APA, Harvard, Vancouver, ISO, and other styles
33

Abdullayeva, Samira Heydar Qizi, and Eduard V. Patrakov. "Psychological aspects of migration and organization of learning in a multicultural educational environment." Sibirskiy psikhologicheskiy zhurnal, no. 65 (September 1, 2017): 104–11. http://dx.doi.org/10.17223/17267080/65/8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Bugaichuk, Tatiyana V., and Polina A. Polyakova. "PSYCHOLOGICAL ASPECTS OF USING BIG DATA TECHNOLOGY IN THE CONTEXT OF DISTANCE LEARNING." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 177–83. http://dx.doi.org/10.20323/1813-145x-2020-5-116-177-183.

Full text
Abstract:
The issue of studying a person's abilities to perceive a large amount of information during the period of distance learning is poorly understood and extremely relevant. The problem of our research is the identification of modern technologies for supporting education system specialists in working with a large amount of information, the ability to perceive and analyze it, as well as reducing the level of information fatigue among educational workers during distance learning, since the digitalization of education has an intense negative impact on mental processes of employees, on their psychological and social well-being. The article describes the results of a theoretical study of the interdisciplinary convergence of the indicated problem, expanding the understanding of Big Data technology through the psychology of abilities and the psychology of education. At the same time, the authors of the article note the increasing role of Big Data technology in the modern conditions of a pandemic and distance learning. Big Data technology or «Big Data» means a certain system of methods and some algorithms for working with large amounts of data. These data sets are aimed at acquiring a qualitatively new understanding of what this information carries. Now there are four main directions of the formation of large volumes of data in the education system. These are online training systems, internal information systems of educational organizations, information about employees and the requirements of the organization's management to potential employees, information about students. Having studied the main directions of Big Data development when processing large amounts of various information, we found links with the implementation of Big Data methods, tools and technologies in the field of education and the efficiency of employees. The authors identified and studied an important function of Big Data in the period of distance learning – it is the creation of psychological well-being of employees of the education system and the leveling of the problem of information fatigue.
APA, Harvard, Vancouver, ISO, and other styles
35

Ovsyanko, Ganna, and Svitlana Kyrychenko. "Psychological features of studying a foreign language for professional purposes." International Scientific Journal of Universities and Leadership, no. 11 (June 14, 2021): 158–67. http://dx.doi.org/10.31874/2520-6702-2021-11-1-158-167.

Full text
Abstract:
The article considers the issue of taking into account the psychological characteristics of students in the study of a foreign language for professional purposes. It was analyzed the methodological aspects of taking into account psychological features in teaching a foreign language. Emphasis is placed on the need and importance of taking into account the psychological characteristics of students in the process of learning a foreign language for professional purposes. The main psychological factors of learning a foreign language are identified. Among the main psychological factors are: motivation and interest in language learning, temperament, memory, ability to learn languages, language barrier. Motivation is a major factor in language learning. Only the motivation to succeed can bring results in language learning. Psychological comfort in the classroom is a way to realize their importance in society, trying to get the most information for successful self-development. Under the condition of complete psychological comfort, the intensive development of mental processes and imagination, the improvement of memory, and the ability to communicate begin. Activating memorization processes also plays an important role in foreign language learning. The human brain is a complex mechanism and the main indicator of its efficiency is attention. If attention is reduced, a person can hardly concentrate. The article states that the success of learning a foreign language is determined by a combination of factors: motivational, emotional, cognitive, linguistic, psychophysiological and interactive. This means that the psychological aspects of learning a foreign language determine not only the goals and objectives of teaching, motivation, interest of students, but also the methods and approaches to learning. Emphasis is placed on the need to constantly search for new opportunities and ways to form and improve methods of learning a foreign language for professional purposes. The leading idea of the article is that taking into account the psychological, pedagogical and individual characteristics of students in the study of a foreign language for professional purposes allows to introduce new technologies into the educational process, increase learning efficiency, develop language skills and competencies, develop creative abilities, increase independent and extracurricular activities.
APA, Harvard, Vancouver, ISO, and other styles
36

De, Uttaran. "Language acquisition and Language Learning." International Journal of English Learning & Teaching Skills 3, no. 1 (October 1, 2020): 1671–78. http://dx.doi.org/10.15864/ijelts.3101.

Full text
Abstract:
The requirement of language in day to day communication and the development of it has always been a interesting topic for research. The subject a permutation and combination of different segments of history, literature study, human psychology and also biological influences. This present paper goes through the topic of ‘Language acquisition and language learning’. The paper explores the common philosophical and psychological aspects of learning and acquisition to comment on the difference between the two and also narrates upon the fundamental concepts of language to evoke the relation between language and humans. The paper mainly consists of two segments. The first one talks of the involved terms in general, whereas the other, marks out the psychological and biological sciences hovering the topic suggested by linguists and researchers.
APA, Harvard, Vancouver, ISO, and other styles
37

Ruda, Natalia, and Oleksandra Nikolina. "The relationship between voluntary self-regulation and psychological preparation of teachers for blended learning." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 29–34. http://dx.doi.org/10.33310/2078-2128-2020-20-1-29-34.

Full text
Abstract:
The article deals with the problem of teachers’ psychological preparation to the blended learning. The readiness of the teacher is one of the main issues that need psychological support and development. The problem of the psychological readiness of teachers to engage in an occupation has always been acute. However, the modern environment forces teachers to adapt to all challenges. One of such conditions was the forced passage to a blended learning. As far as this issue is concerned, the issue of psychological preparation of teachers for all the challenges of today is still unresolved, as well as the role of voluntary self-regulation in the structure of psychological preparation of teachers. The study of the phenomenon of psychological preparedness for the use of blended learning in teachers' professional activities involves concentrating on a number of issues. These factors further complicate the training of psychological preparation. The purpose of the study is to identify the relationship between voluntary self-regulation and psychological ability to work in blended learning. The article discusses the theoretical aspects of teachers' psychological preparation for blended learning, particularly the voluntary component. The article deals with the empirical results of the study of the structure of psychological readiness of school teachers to use blended learning technologies. The research involved 30 teachers of different age and representing different levels of education. A questionnaire aimed at diagnosing the psychological readiness of the use of blended learning technologies is developed. One of the components of teachers' psychological readiness for a blended form of learning is studied - volitional self-regulation, which includes indicators of persistence and self-control and its connectedness with the psychological readiness of the teacher. The study of the volitional component revealed that the levels of self-mastery and perseverance of most teachers are at medium and low levels. However, the results of the study showed that most teachers subjectively define themselves as psychologically ready for a blended form of education. It is submitted that the subjective indicators do not coincide with the results of the objective study. The study has become the basis for the development of a set of exercises to augment the components of psychological preparedness.
APA, Harvard, Vancouver, ISO, and other styles
38

Kafi, Fina Aunul. "أسس الثقافة الإجتماعية والسيكولوجية في إعداد المواد التعليمية لغير الناطقين بالعربية." Al-Fusha : Arabic Language Education Journal 2, no. 1 (September 4, 2020): 1–10. http://dx.doi.org/10.36835/alfusha.v2i1.349.

Full text
Abstract:
In the preparation of Arabic teaching materials for schools need to be adjusted to the socio-cultural and psychological aspects so as to minimize the difficulties of students in understanding the Arabic language lessons presented. Characteristics of good Arabic teaching materials include balanced material between the four competencies and grammar and are adapted to the local conditions of the students. In addition, the relevance of teaching materials is largely influenced by the perception of Arabic teachers on student needs and success in learning. This study aims to discover how the socio-cultural and psychological aspects of preparing Arabic language teaching materials. This research uses descriptive qualitative methods. The results of this study indicate that there is a need for harmony between socio-cultural and psychological aspects with the condition of students to increase success in learning.
APA, Harvard, Vancouver, ISO, and other styles
39

Velychko, M. S. "Mobbing in the in learning space: Causes and Preventive Measures." All Ukrainian scientific-practical magazine Principal of School Liceum Gymnasium, no. 6 (2019): 63–69. http://dx.doi.org/10.37836/2309-7744-2019-6-8.

Full text
Abstract:
The articlereveals psychological causes and preventive measures of the emergence mobbing in the educational environment. Phenomenon of the mobbing as a form of psychological violence in relations between the group and the individual.The article reveals the phenomenon of the mobbing as a form of psychological violence in relations between the group and the individual. Theoretical approaches to the definition of the phenomenon of mobbing and its forms. Psychological causes and legal aspects and preventive measures of mobbing in the educational environment. Mobbing and described it as «psychological terror», which includes the systematic recurrence of hostile and unethical behavior of one or more people, directed against another person. According to experts, the most significant characteristic of the phenomenon of mobbing is that it is determined onlywhen there are multiple, but systematic, regular repetitions in behavior and attitude.
APA, Harvard, Vancouver, ISO, and other styles
40

Khatimah, Husnul, and Aslin Antonius. "The Significance of Teacher Mastery of Student Psychology in Teaching and Learning Process." Journal La Edusci 1, no. 5 (December 31, 2020): 19–23. http://dx.doi.org/10.37899/journallaedusci.v1i5.257.

Full text
Abstract:
This study discusses teacher mastery of students psychology in Learning process. Forms of the Student's (spiritual) Psychological Aspects Intelligence/level of Student Intelligence is the ability to react / adapt to the environment student attitude It is a tendency to respond in a relatively constant manner to all objects of people, goods, etc, both positively and negatively. The Role of teachers in fostering student Psychology important psychological factor in achieving learning success, every prospective teacher/professional teacher needs to have knowledge and understanding of intelligence so that they can understand the level of intelligence of their students. it can be interpreted that the role of the teacher in coaching students' psychology which includes internal aspects (intelligence, talents, attitudes, interests and motivation) as well as external aspects of students are very important.
APA, Harvard, Vancouver, ISO, and other styles
41

Volodarskaya, Elena A., and Anton F. Gasimov Anton F. Gasimov. "INDIVIDUAL CHARACTERISTIC ASPECTS OF PSYCHOLOGICAL CULTURE OF STUDENTS OF DISTANCE AND FULL-TIME FORM OF LEARNING." Moscow University Psychology Bulletin, no. 4 (2020): 67–83. http://dx.doi.org/10.11621/vsp.2020.04.04.

Full text
Abstract:
Relevance of the work is determined by the need to study the personality and psychological characteristics of students choosing full-time and distance learning to understand the general laws of the formation of the psychological culture of a graduate in the context of the active development of electronic educational space. The purpose of the study is to compare the individual characterological elements of the psychological culture of students choosing full-time and distance learning in the development of engineering specialties. Methods and sampling. The sample consisted of 84 respondents aged 18 to 22 years studying in the field of information technology. They were divided into two groups depending on the preferred form of education: distance learning (40 students) and full-time (44 students). The following tools were used: five-factor personality questionnaire by H. Tsuyi in the adaptation of A.B. Khromov; B. Bass technique for diagnosing the personality orientation, Yu.M. Orlov technique for identifying communication needs; viability test by S. Muddy; self-attitude test questionnaire (CCA) by V.V. Stolin and S.R. Pantileeva. Results. Distinctions in the reflexive-evaluative component, communicative features are highlighted. Students of distance learning have a lower level of the need for communication, lower levels of self-regulation and a more pronounced psychological distance in communication, associated with lower rates of self-acceptance, compared with full-time students. The choice of the method of organizing interpersonal interaction in the educational situation is affected by the psychological distance of the person in communication. In case of distance-learning students, the factor of “attachment-remoteness” appeared to be more significant compared to full-time students, who were characterized by a higher indicator of the need for other people to evaluate them. Conclusions. The active development of e-education requires to take into account the specifics of the personal characteristics of students and should not be limited only to the expansion of user competencies. This is determined by the distinguished differences in the characteristics of self-acceptance, the severity of the need for communication, as well as the psychological distance of the person in communication between students who prefer distance or full-time educational formats.
APA, Harvard, Vancouver, ISO, and other styles
42

Delbio, A., and M. Ilankumaran. "Theories, Techniques, Methods and Approaches of Second Language Acquisition: a Psychological Perspective." International Journal of Engineering & Technology 7, no. 3.6 (July 4, 2018): 192. http://dx.doi.org/10.14419/ijet.v7i3.6.14968.

Full text
Abstract:
Psychological aspects play an important role in language learning. Motivation is one of the terms used to achieve the language. The theories of second language focus mainly on motivation, nature of motivation, implications of second language acquisition and linguistic process. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. The learning environment and reinforcement are the important factors in learning psychology. Due to psychological problems and lack of training and guidance, the learners lose hope of learning. Cognitive psychology deals with mental process which involves in language learning. This paper aims at analysing the psychological factors affecting language acquisition and analyses the psychological theories, techniques, methods and approaches to develop the language acquisition.
APA, Harvard, Vancouver, ISO, and other styles
43

Sasina, Olga. "PSYCHOHYGIENIC ASPECTS OF TRAINING OF DISABLED ADOLESCENTS WITH PATHOLOGY OF THE VISION." EUREKA: Health Sciences 2 (March 31, 2017): 46–50. http://dx.doi.org/10.21303/2504-5679.2017.00315.

Full text
Abstract:
The objective of this article is to undertake a literature review to familiarize ourselves with the knowledge base; to summarize information about some psycho-hygienic aspects of teaching and visually impaired adolescents, including features of communication, learning environment, psycho-emotional stress in specialized educational institutions, as well as individual psychological characteristics of personality, emotional and volitional state of visually impaired and general patterns of physiological and psychological characteristics and health of adolescents with vision pathology. To examine the system of security measures in order to optimize the learning environment for the promotion of mental health of the studied contingent and the nature and impact of the learning environment on functional status and health of adolescents with vision pathology. To investigate the impact of current patterns of complex sanitary and regime-organizational factors of training on functional status and health of adolescents with vision pathology. A thorough literature review helps to lay the foundation for a study, and can inspires new research ideas.
APA, Harvard, Vancouver, ISO, and other styles
44

Putri, Rina Oktafia. "LEARNING STYLE AND INTEGRATIVE THEMATIC LEARNING CONCEPT." ELEMENTARY: Islamic Teacher Journal 5, no. 2 (December 30, 2017): 356. http://dx.doi.org/10.21043/elementary.v5i2.2992.

Full text
Abstract:
<p align="center"><em>Learning is one of the main keys in achieving educational goals. Good learning is a learning that takes place effectively and efficiently. Integrative thematic learning should have the creativity and innovative that teachers do in order to produce creative learners. Each learner has different learning styles because of the background of environmental factors, thinking patterns and interactions. Activities and learning outcomes are influenced by internal factors, both physical and psychological, and external factors in the family, school, work or community environment. The principle of learning, affirming that learning: is a part of development, lasting a lifetime, influenced by innate factors, environment and maturity, covering all aspects of life, takes place at any place and time, with teachers or without teachers, varying from simple to complex</em></p>
APA, Harvard, Vancouver, ISO, and other styles
45

Кашицына, Ю., Yu Kashicyna, Т. Гурулева, and T. Guruleva. "Training in the System of Further Vocational Teacher Education." Profession-Oriented School 7, no. 5 (November 14, 2019): 21–27. http://dx.doi.org/10.12737/article_5da029cbcb4da1.42703565.

Full text
Abstract:
The article discusses some aspects of improving the system of continuing education of teachers. The importance of the methods of active learning and interactive technologies in the formation of communicative, psychological and pedagogical competencies of teachers is shown. Particular attention is paid to socio-psychological training. The training learning process is described. The article is addressed to teachers and teachers, students of pedagogical universities, methodologists, directors of educational organizations.
APA, Harvard, Vancouver, ISO, and other styles
46

Lytvynenko, Olena. "PRACTICAL ASPECTS OF PSYCHOLOGICAL WORK WITH INTERNALLY DISPLACED FIRST-YEAR STUDENTS." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (10) (2019): 60–63. http://dx.doi.org/10.17721/bsp.2019.1(10).15.

Full text
Abstract:
The concept of complex psychological adaptation of first-year students for student life is presented. Theories of adaptability of adolescents and adolescents and the concept of their adaptation to new minds of life and activity are generalized. The results of the empirical study of the individual-psychological qualities of the freshmen, the features of their social interaction and academic motivation are described. The experience of the psychological support of the process of adaptation of students who are internally displaced to study at a university is analyzed. Their true personal and character peculiarities, ways of adapting to the situation and responding to adverse influences from the external environment are determined. The perspective circle of researches in the field of psychological support and support of internally displaced students is outlined. Adaptation to learning has been found to be a complex process of learning the norms and rules of an educational institution, forging friendships with one-groupers, and for constructive relationships with teachers; development of strategies of educational activity and initial activity. The article determines that the adaptation of internally displaced first-year students to study should come as an active tertiary adaptation of students to the higher education institutions, in the process of developing students' skills and ability to organize their understanding, and life, the system of working with professional self-education and self-education of professionally significant qualities of personality. It has been found that the process of adaptation to university education is a complex system of transformations that occur with a person in accordance with changes in the minds of existence. The beginning of a student's life is connected with numerous social changes; replacement of existing attitudes and stereotypes; stressful situations. For some students, this can lead to the substitution of a real sense of adulthood by activities such as freedom to attend classes, unsystematic homework, and so on. All of this can, over time, be transformed into a reluctance to study, attend a school, and participate in one's social life.
APA, Harvard, Vancouver, ISO, and other styles
47

Babiker, Areej, Yahia Baashar, Ammar Ahmed Alkahtani, Ibrahima Faye, and Gamal Alkawsi. "Towards Detection of Interest Using Physiological Sensors." Applied Sciences 11, no. 3 (February 1, 2021): 1318. http://dx.doi.org/10.3390/app11031318.

Full text
Abstract:
The positive effects of interest on different aspects, e.g., learning and education, economy, psychological well-being, and social relations, have been widely addressed by many psychological and physiological studies in the last two decades. While the psychological work has investigated this impact of interest theoretically, the physiological studies have focused more on the modulatory effects. However, some studies have addressed both sides of the effects. In this work, we conduct a comprehensive review of physiological studies on interest detection, from different perspectives carried out between 2003 and 2019. A lack of connection between the psychological and physiological studies was identified. Therefore, this paper aims to integrate the unique psychological and physiological aspects and characteristics of interest to form a base for future research by considering the pros and cons of the included studies. For example, considering the two types of interest (situational and individual) the detected interest in learning, gaming, and advertisement’s physiological experiments could be referring specifically to situational interest. Hence, bridging the gap between both physiological and psychological studies is essential for improving the research on interest. Furthermore, we propose several suggestions for future work direction.
APA, Harvard, Vancouver, ISO, and other styles
48

Ilina, Irina Yurievna, Natalya Vladimirovna Buley, Tatiana Sergeevna Demchenko, Elena Vasilevna Povorina, and Irina Gennadevna Shadskaja. "Transformation of university teachers’ working and employment conditions in the period of distance learning: socio-psychological aspects and risk assessment." Revista Tempos e Espaços em Educação 14, no. 33 (July 31, 2021): e16165. http://dx.doi.org/10.20952/revtee.v14i33.16165.

Full text
Abstract:
The forced transition to distance learning during the pandemic has determined the development of new models of university teachers’ professional activity. The results of the “first wave” show that the community of teachers was not prepared for distance learning not only due to the lack of necessary competencies and skills of working in the online environment but also psychologically. In particular, the psychological unpreparedness of teachers for the transition from traditional formats of interaction to the remote ones, the collapse of the familiar “live” models of communication with students and colleagues turned up to be a major difficulty. Based on the results of research, the key problems of the organization of teachers’ remote work are determined and the socio-psychological consequences of remote employment are revealed. The main groups of risks faced by teachers due to the forced transition to remote employment are also identified. The impact of remote formats on the professional activities of teachers cannot be assessed unequivocally. On the one hand, in the time of remote work, teachers have developed new skills and competencies, mastered innovative online technologies, managed to overcome numerous psychological struggles, etc. On the other hand, teachers are aware that the necessary process of transformation of education will not only substantially change their professional activity but will also lead to the emergence of fundamentally new social roles and models of professional behavior. There is a growing sense of unease and confusion in the teaching community and negative expectations associated with uncertainty in the professional labor market are developing.
APA, Harvard, Vancouver, ISO, and other styles
49

Vasyura, Svetlana Aleksandrovna, Olga Valerievna Nikitina, Olga Vladimirоvna Solodiankina, Aleksandr Nikolaevich Averin, and Marina Ivanovna Maletova. "Students’ activity in modern educational space: psychological and pedagogical aspects." SHS Web of Conferences 121 (2021): 02002. http://dx.doi.org/10.1051/shsconf/202112102002.

Full text
Abstract:
Over the last decade, the issue of student activity in the educational space is of growing worldwide interest from the academic community and practitioners. With the rapid growth of information and communication technologies penetrating all areas of life, educational space particularly, the research on diverse types of student activity has attracted the attention of international scholars. Student activity transfers to virtual space, so learning and communication activities are largely transformed. Thus, the academic community finds it crucial to analyze integrated activity. The research aims to study integrated student activity in five areas of life and identify its links with the orientation of their communicative activity. It engaged 104 undergraduates from Udmurt University and Medical College. The research was based on Volochkov and Popov’s method of “Diagnostics of student activity” and Vasyura’s method of measuring the orientation of communicative activity. Methods of mathematical statistics were applied to process the data. In student educational activity, three components of activity composition are correlated with the orientation of communicative activity. It is identified that student as an actor of educational activity is likely to be satisfied with academic success and efforts to overcome study barriers if he or she is oriented to actively interact with other actors of educational space. The data may provide a ground for devising a counseling programme to manage the development of activity in various areas of life.
APA, Harvard, Vancouver, ISO, and other styles
50

Makovetska, Іryna H. "Features of Distance Vocal Training in the COVID-19 Pandemic: Psychological and Pedagogical Aspects." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (December 28, 2020): 50–58. http://dx.doi.org/10.52534/msu-pp.6(2).2020.50-58.

Full text
Abstract:
An important component for successful vocal training is a favourable psychological climate and application of time-tested and experienced pedagogical technologies. The relevance of the study is associated with the emergence of new methods and approaches to the organisation of the educational process in a pandemic, which also affected the vocal training. The purpose of the study is to search the modern psychological and pedagogical principles during vocal training, its objective is to investigate new ways of organising the educational process in the realities of the COVID-19 pandemic. To analyse the problem, a complex combination of different methods was used, among which the analytical, theoretical, and comparative-generalising methods were prioritised. The results of the study allowed asserting that the psychological and pedagogical aspect in the educational process in vocal lessons has a leading, crucial role. The study proves that vocal training involves not only the control of the student over the process of sound production, but also the mastery of psychological intricacies aimed at achieving a stage performance transformation. It is substantiated that it is the teacher who, in accordance with the temperament and individual psychological traits of each student in particular, should choose the most favourable and effective didactic methods and pedagogical technologies. It is emphasised that in the conditions of the pandemic, distance learning became a priority, including in the field of vocal training, new ways of organising the educational process appeared. The difficulties during musical communication between the participants of the educational process – teacher, student, and accompanist – are highlighted. It is stated that during voice training, which can take place in the form of consultations, webinars or master classes with the help of online services and platforms, the choice of effective psychological and pedagogical solutions in the process of “cloud interaction” has become much more difficult. It is summarised that prospects for further research are to study the psychological and pedagogical specifics of distance learning in vocal lessons in different countries
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Learning – Psychological aspects' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography