Pedagogical review
RU EN






Today: 16.05.2025
Home Search
  • Home
  • Current Issue
  • Issues
    • 2025 Year
      • Issue №1
      • Issue №2
    • 2024 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
      • Issue №5
      • Issue №6
    • 2023 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
      • Issue №5
      • Issue №6
    • 2022 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
      • Issue №5
      • Issue №6
    • 2021 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
      • Issue №5
      • Issue №6
    • 2020 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
      • Issue №5
      • Issue №6
    • 2019 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
      • Issue №5
      • Issue №6
    • 2018 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
    • 2017 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
    • 2016 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
    • 2015 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
    • 2014 Year
      • Issue №1
      • Issue №2
      • Issue №3
      • Issue №4
    • 2013 Year
      • Issue №1
      • Issue №2
  • Rating
  • Search
  • News
  • Editorial Board
  • Information for Authors
  • Review Procedure
  • Information for Readers
  • Editor’s Publisher Ethics
  • Contacts
  • Manuscript submission
  • Received articles
  • Accepted article
  • Subscribe
  • Service Entrance
vestnik.tspu.ru
praxema.tspu.ru
ling.tspu.ru
npo.tspu.ru
edujournal.tspu.ru

E-LIBRARY (РИНЦ)
Ulrich's Periodicals Directory
Google Scholar
EBSCO
Search by Author
- Not selected -
  • - Not selected -
Яндекс.Метрика

Search

- Not selected -
  • - Not selected -
  • - Not selected -

#SearchDownloads
1

THE ISSUE OF IDENTIFYING MARKERS OF MEANING-BUILDING STRATEGIES // Pedagogical Review. 2019. Issue 5 (27). P. 150-156

The results of empirical identification of indicators-markers of polar meaning-building strategies are considered. For the initial modeling of meaning regulation processes, two polar strategies of personal meanings formation are proposed: adaptive and developmental. Personal meanings are in mutual accordance with the properties of personality, manifested in the interactions of different orders. For the empirical description of these strategies, a special semantic differential – nine bipolar scales of personal properties – was developed. These scales are used in words denoting the relevant properties of the individual speakers and indicators of meaning. To establish markers indicating these polar strategies, an empirical study (n = 145) was conducted using a battery of tests, which included: a developed private semantic differential, the test “Life orientations” by D. A. Leontiev, the test of M. Kuhn “Who Am I?”, G. Gardner’s multiple intelligence test, S. Rosenzweig’s frustration tolerance test, I. A. Stetsenko’s personality reflection test questionnaire. It is revealed that a stable positive statistically significant correlation (p ≤ 0.05) is observed only for the indicators of the nine developed scales of the particular semantic differential and the indicator “meaningfulness of life” of the test “Life orientations” by D. A. Leontiev. This indicator may be used as a marker of polar strategies of meaning-building.

Keywords: meaning system, strategy of meaning-building, property of personal, semantic scale

1248
2

PECULIAR PROPERTIES OF RESEARCH OF MEANINGFUL REGULATION FROM INTERPARADIGMAL POSITIONS // Pedagogical Review. 2019. Issue 6 (28). P. 202-208

The results of the theoretical study of approaches to the study of the development of personality and meaning sphere in the presence of several existing paradigms in psychology are presented. Unlike the category of signification, the category of meaning has the attributes of an interdisciplinary construct as a philosophical, linguistic and psychological concept. Due to the fact that the category of meaning is based on different sciences about man, modern research of the semantic sphere of man is carried out from the positions of different paradigms. Different research paradigms consolidate different views and conventional agreements of the scientific community. Emerging in such paradigms scientific picture of the world delimits the field of scientific knowledge of psychological phenomena, specializing only in allocated as the dominant factors of their manifestation in human life. Modern psychological science develops within the framework of four main research paradigms. The epistemological paradigm considers cognition separately from man as a cognizing subject and is aimed at obtaining experimentally verified knowledge. The phenomenological paradigm is based on experience as an emotional understanding. The activity paradigm overcomes the opposition of consciousness and the world through the cognition of human activity in the world. The existential paradigm reflects the need to take into account the needs of the human spirit, ignoring which will not allow the uniqueness of the individual. All four paradigms, having their strengths and weaknesses, coexist simultaneously in modern psychology.

Keywords: meaning, epistemological paradigm, phenomenological paradigm, performance paradigm, existential paradigm

1188
3

SELF-TRANSCEDENCE AS THE BASIS OF PREADAPTIVE STRATEGY OF MEANING-BUILDING // Pedagogical Review. 2020. Issue 3 (31). P. 185-190

True development of personality is associated with the departure from adaptability as an adaptation in an externally determined reality to the preadaptive nature of activity. Preadaptive allows shaping properties of the individual that facilitates the passage of crisis situations. The preadaptive strategy for the building of meanings of life activity is based on the desire for selftranscendence as a way to go beyond the boundaries of what a person has mastered in order to find and realize his true purpose. For real personal growth, the prospect of further development is necessary , which means a transition from self-actualization to self-transcendence, which allows you to interact with the extra-positive reality on the basis of the highest meaning plans of human existence in the world. The purpose of the article is to identify the features of selftranscendence, which is the basis of the preadaptive strategy of meaning building. Analysis of such features of self-transcendence as: the ability to overcome the experience of the finiteness of his existence; the experience of insight; initiating the activity of a socially significant act; the preservation of subjectivity; the ability to positively undergo existential crises; a tolerance for ambiguity; creativity; responsibility in search for his own destiny. The results obtained allow us to formulate a definition of a preadaptive meaning-forming strategy.

Keywords: meaning, meaning sphere, preadaptivity, creativity, self-transcendence, meaning-building strategy

1221
4

The specifics of avoiding behavior of students in various situations // Pedagogical Review. 2024. Issue 2 (54). P. 122-128

The article aims to present the results of the study of the characteristics of the avoidance strategy as a coping behaviour, as a way of resolving conflicts, and as a model of decision making. The battery of tests includes the Amirkhan dominant Coping Strategies Identification test (CSI), the Thomas-Kilmann test of predisposition to conflict behaviour (TKI), the Melbourne Decision Making Questionnaire test (MDMQ), D.A. Leontiev Life-purpose orientations test (LPO). Sample size was n=70. Testing was conducted simultaneously among two groups of male students receiving a legal education. The first group consisted of 18-year-old students of 1-2 years of study (n=34). The second group consisted of 22-year-old students of 4-5 years of study (n=36). It was found that 22-year-old students are more prone to es-cape stressful situations. However, they are less inclined to an avoidance strategy in conflicts-to-avoiding when choosing in uncertain situations. At the same time, they demonstrate a greater degree of flexibility of behaviour in stressful, conflict situations and when choosing in conditions of uncertainty, as well as greater comprehension of the system of life goals than 18-year-old students. According to the authors of the article, this is due to the high level of development of the image of the professional world due to the higher level of mastering the chosen profession among 22-year-old students completing their studies, compared to their younger colleagues just starting vocational training.

Keywords: avoidance, coping strategy, conflict behaviour, decision making, life-purpose orientation

585

© 2025 Pedagogical Review

Development and support: Network Project Laboratory TSPU