Hanna Varina
@mdpu.org.ua
Department of Psychology
Bogdan Khmelnitsky Melitopol State Pedagogical University
RESEARCH, TEACHING, or OTHER INTERESTS
Psychology, Clinical Psychology, Developmental and Educational Psychology, Applied Psychology
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Valentyna Voloshyna, Olena Denysiuk, Hanna Varina, Anatolii M. Hrynzovskyi, Olena O. Lutsak, Olha T. Pletka, and Giuseppina Ancona
ALUNA
The aim: The research is devoted to the analysis of theoretical and empirical determinants of formation of structural components of an active life position of modern elderly people. Materials and methods: Psychodiagnostic techniques were selected as tools for data collection. Experiment participants were people aged 65-72 years old (total number – 78 people). Data processing was done by means of the computer program SPSS 21.0. Results: The psychological features of the formation of elderly people’s active life position were determined by the fact that more than 50% of respondents had an average level of cognitive development, more than 60% demonstrated a low level of emotional-volitional component and more than 50% were at medium level of motivational-behavioural component. Most respondents’ high level of cognitive component development does not correlate with a high level of emotional-volitional component development. The leading role in the formation of elderly people’s active life position is played by the motivational-behavioural component. Conclusions: Based on the theoretical and empirical research of the issue of formation of elderly people’s active life position, three structural components of the phenomenon under study were identified: cognitive, emotional-volitional and motivational-behavioural. The results of the experiment suggest that most respondents had medium-low levels of active life position. The main determinant of the elderly people’s reduced vitality is their low level of emotional-volitional component development. The research outcomes allowed us to track the dependence of the level of active life position on the motivational-behavioral component.
V V Osadchyi, K P Osadcha, H B Varina, S V Shevchenko, and I S Bulakh
IOP Publishing
AbstractWays of development and modernization of modern higher education are largely determined by the scientific and technological progress. The article is devoted to the current issue of the augmented reality technology use in professional education. The paper analyzes foreign and domestic experience of the use of augmented reality technologies as a means educational, research and project activities implementation. The author also describes the benefits of the augmented reality technologies use for the curricula design. Taking into account the reorganization of the educational process due to pandemic isolation, caused by COVID-19, the issue of the identification of AR technologies impact on the development of cognitive component of future specialists’ mental capacity is becoming extremely relevant especially in the conditions of adaptive and blended learning. The paper, in a structured way, describes the experience of introducing the augmented reality elements in the process of developing cognitive component of future professionals’ mental capacity. The ascertaining and formative stages of the empirical research were carried out during 2020 on the basis of Bogdan Khmelnytsky Melitopol State Pedagogical University. Relevant interdisciplinary research is a logical construct of cooperation between leading scientists of the Department of Psychology and the Department of Informatics and Cybernetics of Bogdan Khmelnytsky Melitopol State Pedagogical University. The structure of the study includes the main scientific developments in the context of the research work, performed at the expense of the General Fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in blended learning”. Based on certain psychological and pedagogical determinants of the AR technologies use for the development of cognitive component of the future specialists’ mental capacity, we have proposed the implementation of interactive technologies at three levels: competence-oriented, structural-cognitive, emotional-reflexive, on the example of doing the course “Introduction to Specialty (Psychology)” in the conditions of distance learning. According to the results of an interdisciplinary research, it was found out that students gained skills which are necessary for their adaptation to a new intellectual and educational environment. Due to positive qualitative and quantitative changes in the cognitive structure of personality there was an increase in the first-year students’ mental capacity in its main components (the level of attention stability and selectivity, short-term memory span and analytical thinking, level of development of special qualities necessary for mental capacity, formation of mental capacity culture).
V Osadchyi, H Varina, N Falko, K Osadcha, and T Katkova
IOP Publishing
Abstract One of the main challenges of today is to increase the resilience of individuals to stressful environmental factors and preserve the quality of life and efficiency. Hardiness is a psychological phenomenon, the essence of which is a productive way out of the crisis towards personal growth. Taking into account the effectiveness of information and technological progress, the issue of internalization of AR technologies in the process of training a competitive, viable specialist who is able to mobilize and self-realize internal potential resources is vital. The scientific article analyzes the possibilities of using innovative AR technologies in the process of developing the hardiness of the future specialist on the basis of the implementation of competence and subject-personal approach to the introduction of AR technologies in the educational process in the system of higher education. The article describes the experience of integrated implementation of elements of augmented reality in the program of development of hardiness - Hardiness Enhancing Lifestyle Program based on the concept of BYOD. According to the results of the obtained empirical data the efficiency of using innovative AR technologies in the structure of mobile applications in the process of development of the components of hardiness of the personality of the future specialist is proved. Prospect for further research is the development of a methodology for integrated implementation of AR technologies in the practice of higher education in order to optimize the training of future professionals.
Hanna Varina and Svetlana Shevchenko
EDP Sciences
The IT revolution, which has embraced material production, social relations and the whole sphere of culture and education, is more and more contributing to solving the problem of automation of intellectual processes in science, technology and society, as well. This scientific article is devoted to the consideration of topical issues of introduction of the computer complex HC-psychotests in the process of psychological support of professional-personal development of the future specialist during the period of study in high school. The article also presents the analysis of the versatile possibilities of using the NSpsychotest in the paradigm of modern education. In this scientific article, the results of the screening study with the use of HC-psychotest in the process of psychodiagnosis of the level of development of mental capacity of future specialists are analyzed in detail. It is determined that the complex HC-psychotests allowed to give multilevel, multiparametric characteristics of the mental states of the respondents with the use of psychological, psychophysiological, physiological and social indicators. It has been proved that the introduction of computer psychodiagnostics has not only enriched the experimental base with appropriate methods that facilitate the implementation of various research strategies, but also combined empirical work into a single technological cycle.