Добавил:
ivanov666
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Psychology of education. Study aid
.pdf
151
Appendix 3
Protocol for observing cooperation in a children's educational group
[M. I. Rozhkov, L. V. Bayborodova]
Purpose of observation: level of ability to collaborate in a team to solve a
problem situation.
The sequence of expected phases of student activity is recorded:
A — orientation of team members towards ways to solve the task;
B — assessment of the activity of schoolchildren’s participation in collective
activities;
C — control on the part of the asset and mutual control of the task;
D — participation in making corrective decisions;
E — emotional relationships with other team members.
The results of observation are recorded using a 3-point score for each phase
(1 point — mildly expressed; 2 points — occurs, but not often; 3 points — clearly
expressed throughout the entire observation period).
Date of observation __________ Observer _______________________
Observation time from ______ to ________
Last name, first name of the student
Phases
A B C D E
1. 3 3 3 3
2
2. 1 2 1 1
1
3. 2 3 1 1
2
4. 2 1 2 2
2
etc.
152
Appendix 4
Personality questionnaire “OTKLE” (“OHCCA”)
[N. I. Reinwald]
Description
This test is a kind of express diagnostic of the level of aspirations. The
technique can be recommended for a wide range of subjects, including adults and
children who are able to plan time in seconds (from 10 years).
The proposed questionnaire allows us to study five basic personality traits that
most compactly express its structure from the point of view of its social essence and
main individual psychological characteristics: Organization, Hard work,
Collectivism, Curiosity, Aesthetic development (OTKLE in russian).
Organization. The first scale includes questions about the level of need to
direct one’s interests to the realization of goals, to achieve operational efficiency,
about the inclination to organize the daily routine, the workplace, about the ease
(difficulty) of timely switching from one type of activity to another, about the
inclination to work and rest plan.
Hard work. The second scale includes questions that reveal the individual’s
attitude to the work process, about activity, initiative, conscientiousness, passion and
satisfaction with the work process itself, a responsible attitude to work, a creative
approach, interest in achieving the best result, an awareness of beauty and social, the
usefulness of their activities.
Collectivism. The third scale includes questions about the level of need to
organize relationships and joint activities with other people, which is manifested in
the conscious subordination of personal interests to public ones, in comradely
cooperation, readiness for interaction and mutual understanding, mutual assistance,
goodwill and tact, interest in each other’s problems and needs.
Curiosity. The fourth scale includes questions about the need for knowledge,
about interest in the world around us, in new knowledge, about an active cognitive
attitude towards individual facts, and the desire to understand the interconnections of
the world around us.
Aesthetic development. The fifth scale includes questions about aesthetic taste
and aesthetic attitude to reality, about the level of a person’s need to find, feel, create
beauty in life and art, evaluate phenomena and facts of the surrounding world
according to the laws of harmony and beauty.
153
Processing
Key
Organization
Hard work
Collectivism
Curiosity
Aesthetic
development
1 — yes
2 — no
3 — no
4 — yes
5 — yes
6 — yes-(false)
7 — yes
8 — no
9 — no
10 — yes
11 — no
12 — yes-(false)
13 — yes
14 — no
15 — yes
16 — no
17 — yes
18 — yes-(false)
19 — no
20 — no
21 — yes
22 — no
23 — no
24 — no-(false)
25 — yes
26 — no
27 — yes
28 — yes
29 — yes
30 — no-(false)
31 — yes
32 — yes
33 — no
34 — yes
35 — yes
36 — no-(false)
37 — no
38 — yes
39 — no
40 — no
41 — yes
42 — yes-(false)
43 — no
44 — yes
45 — yes
46 — no
47 — yes
48 — yes-(false)
49 — yes
50 — yes
51 — yes
52 — yes
53 — yes
54 — yes-(false)
55 — no
56 — no
57 — no
58 — no
59 — no
60 — yes-(false)
61 — no
62 — no
63 — no
64 — no
65 — yes
66 — no-(false)
67 — yes
68 — no
69 — no
70 — no
71 — no
72 — yes-(false)
73 — yes
74 — yes
75 — yes
76 — yes
77 — no
78 — yes-(false)
79 — yes
80 — yes
81 — yes
82 — yes
83 — no
84 — yes-(false)
85 — yes
86 — no
87 — no
88 — no
89 — no
90 — no-(false)
91 — yes
92 — no
93 — yes
94 — no
95 — no
96 — yes
97 — no
98 — no
99 — no
100 — no
101 — no
102 — yes
103 — no
104 — no
105 — no
106 — no
107 — no
108 — yes
109 — yes
110 — no
111 — yes
112 — no
113 — yes
114 — yes
115 — yes
Processing sequence
1. Pluses are given if the answers coincide with the lie scale [in the table
marked as “(lie)”].
2. The number of pluses on the lie scale is summed up: if the sum of pluses is 8
or more, then the questionnaire is not processed, since the reports are considered
biased.
3. Points are assigned for matches on scales of personality traits.
4. The number of points on each scale is summed up (1 point per match).
5. A profile is built based on five personality traits.
154
For example, this profile:
Instructions: “Dear friend! You are participating in a study of individual
personality characteristics, which is carried out with the goal of helping you
understand yourself and outline ways for self-education.
After reading the question, answer it “yes”, “no”, or “I don’t know”. When
presenting your behavior in a given situation, try to be objective: the surveyor has a
control scale.”
Questionnaire text
1. In the evening, I plan my business for the next day.
2. I do rough work (washing dishes, digging up the garden, etc.) with
reluctance.
3. Class life is passing me by.
4. I read not only the main literature for the lesson, but also part of the
additional literature.
5. I like to sing.
6. I am always happy about the successes of other people.
7. I like to clean up my house.
8. I object when I am chosen for senior positions.
9. I don't have enough time to keep up with new books.
10. When I meet a work of art (book, music, performance, etc.), I can feel
myself to tears.
11. I often fail to do what I have set out to do.
12. I always keep my promises.
13. I constantly have to help someone.
14. I prefer television and cinema from sources of information.
155
15. My body responds to dance music.
16. I think it is impossible to prepare for all lessons.
17. I can effectively do physical work and exercise for several hours in a row.
18. I never miss an opportunity to visit a theater or a museum.
19. I prefer to write off a difficult task from a neighbor, rather than solve it
myself.
20. It happens that during the theatrical action I eat sweets, ice cream.
21. My desktop is usually in order.
22. The main thing for me is to do the work on time, and the quality is as it
comes out.
23. Intemperance and a raised tone are excusable if you defend your case.
24. Sometimes I don't say out loud what I think.
25. I take part in amateur performances.
26. As a rule, I delay the response to the received letter.
27. I take care of animals.
28. I constantly have ideas about what can be done in the classroom.
29. Doing mental work, I can sacrifice entertainment and recreation.
30. I've had to lie several times in my life.
31. When I return home in dirty shoes, I immediately put them in order.
32. During the period of forced inactivity (waiting for something, illness, etc.),
I find something to do.
33. If a person has connections, I try to make friends with him.
34. It happens that in class I express a controversial point of view, express a
disagreement with the opinions of the students, the teacher.
35. I'm excited about the actors playing on stage.
36. Sometimes I just pretend to understand the other person, so as not to seem
stupid.
37. I often do not have the patience to finish what I started.
38. Performing social duties in the classroom brings me satisfaction.
39. The level of my mental achievements is quite sufficient.
40. During the dance, the main thing for me is just to move.
41. I don't put off until tomorrow what I can do today.
42. I follow the rules of the command in public places.
43. I prefer to remain silent at the meeting, although I have my own point of view.
44. My interests require patience and perseverance.
45. There are paintings in front of which I stood for more than one minute.
156
46. Being busy with social work, housework, sports, etc. adversely affect my
studies.
47. A poorly done job does not allow me to rest in peace.
48. I always rejoice when I receive a difficult task.
49. For the sake of my own little discovery, I've been solving the same problem
for hours, weeks.
50. I carefully watch my appearance.
51. The situation when three lessons fall out on one day, which I need to
prepare for, does not take me by surprise, since I plan preparation for them in
advance.
52. If I was not provided with tools on Sunday, I use improvised means.
53. If my friend is lagging behind in studies, work, I find an opportunity
to help him.
54. I do not miss a single event in the cultural life of the city.
55. If classical music is being broadcast, and not pop music, I turn off the
receiver.
56. I often run off to class before I have breakfast.
57. Housework burdens me.
58. I do not tolerate critical comments.
59. The textbook is quite enough for me to prepare for the lesson.
60. I always cross the street in the right place.
61. I can skip a class for no reason.
62. Sometimes I throw small debris out of the window.
63. During a quarrel, I do not choose expressions, I can use a rude word.
64. When comrades exchange interesting scientific information, as a rule,
I only listen.
65. I collect records with classical music.
66. There have been situations (moments) in my life that I don't want to
remember.
67. I can effectively do mental work for several hours in a row.
68. If the person answering the lesson can't connect two words, it's funny to me.
69. Not knowing the answer to the question, I hope for a hint.
70. I like to walk with my player and phone turned on loudly.
71. If a period of bad luck comes in my studies, I lose the desire to study.
72. I always agree with the assessment that the teacher gives me.
73. I always have some kind of public assignments.
157
74. I like to study.
75. I collect art books and reproductions.
76. I put everything in its place right away.
77. I consider the performance of rough work to be a humiliation of the
individual.
78. I can keep up a conversation on any topic.
79. In class, I am tempted to ask a question about the topic to the teacher.
80. I prefer flowers to all gifts.
81. When I have to skip classes, I somehow feel uneasy.
82. I like to mess with plants.
83. Older people annoy me with their grouchiness, slowness.
84. Under any circumstances, I prefer work to entertainment.
85. A beautifully made thing prompts me to create something like this.
86. My style is to eliminate gaps in knowledge during exam preparation.
87. I like to delay work in the hope that it will help me.
88. If I am criticized, I will not remain in debt.
89. A general acquaintance with phenomena is enough for me, let others get to
the bottom of them.
90. Not having time to do what I have planned, I find an excuse for myself.
91. I arrive about ten minutes before the start of classes.
92. I like long breaks in classes and work.
93. I will accept additional work for free after completing the assignment.
94. Life seems gray and boring to me.
95. When I attend a concert, I have a desire to become a performer too.
96. I do morning exercises.
97. I am burdened by the need to spend time on uninteresting, although
necessary, rough work.
98. I respect people who can get branded items.
99. I often get carried away with a new business, but soon cool down.
100. I don't have the patience to finish watching a film based on a work of
classical literature.
101. If I thoroughly prepare for a history (social studies) lesson, then the rest of
the lessons remain unprepared.
102. Having taken up work, I do it as best I can.
103. I like to make fun of the classmate, ansvering a question on a lesson: to
suggest at random, make a grimace, etc.
158
104. I prefer to draw new information from other people, not from books.
105. Sometimes I snap sunflower seeds, eat something in class, in the cinema,
on the tram.
106. Sometimes I run off to class before I make my bed.
107. When doing household chores, for example, during a hike, I feel insecure.
108. If the work front is not prepared at the clean-up, I take it upon myself.
109. I keep clippings, extracts from newspapers and magazines.
110. When reading a book, I tend to skip the description of nature.
111. I carry out public assignments without being reminded.
112. While working, I think about rest, trying to complete the task as quickly
as possible.
113. If I see a mess in the classroom (dirty blackboard, trash, chairs out of
place, etc.), then I immediately clean it.
114. During the preparation for classes, classmates turn to me with a request to
explain the incomprehensible.
115. In my free time, I paint, embroider, do crafts, and play a musical
instrument.
159
Appendix 5
Personal differential technique
(version adapted at the V. M. Bekhterev Research Institute)
[N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov]
The purpose of the technique: to study attitudes towards oneself and other
people.
Procedure for selecting personality differential (LD) scales
The LD was formed by a representative sample of words in the modern
Russian language that describe personality traits, followed by a study of the internal
factor structure of a unique “personality model” that exists in culture and develops in
each person as a result of assimilation of social and linguistic experience. 120 words
denoting personality traits were selected from Ozhegov’s explanatory dictionary of
the Russian language. From this initial set, features were selected that most
characterize the poles of the three classical factors of the semantic differential:
1) assessments;
2) strength;
3) activity.
The original set of traits was randomly divided into six lists of 20 traits. Three
parallel methods were used to classify traits within each of these lists.
1. Subjects’ assessment (on a 100-point scale) of the probability that a person
with personality traits A also has personality traits B. As a result of averaging the
probabilities of individual assessments, generalized indicators of ideas about the
conjugacy of personality traits that make up the so-called implicit personality
structure were obtained, characteristic of the entire sample as a whole.
2. Correlations between self-ratings of personality traits. The subjects filled out
six self-assessment forms, each of which was composed of 20 personality traits and
required the subject to rate their presence on a 5-point scale.
3. 120 personality traits were assessed on three scales (7-point), representing
semantic differential factors, and the scores were averaged.
21 personality traits were selected in LD. In several cases, the original list did
not contain one of the members of the required antonymous pair and was
supplemented. The LD scales were completed by subjects with instructions to rate
themselves on selected personality traits.
160
Procedure
Instructions
The proposed form presents the most common human qualities. Positive values
of these qualities are indicated by a “+” sign, and negative values by a “–”. Their
degree is assessed on a seven-point scale. The procedure for working with the
technique is very simple and is as follows:
- choice of a sign of a particular quality;
- determination of the degree of its manifestation by points:
3 — manifests itself very strongly and very often;
2 — expressed quite noticeably and occurs frequently;
1 — manifests itself sometimes and weakly;
0 — hard to say, there is both.
Based on the selected signs and the degree of expression of the quality, circle
the appropriate number in the table. Remember that the positive and negative
qualities of people shown in the table are constantly changing places. Therefore, be
careful in your assessments.
LD form and key
1. О +
Charming
3 2 1 0 1 2 3
Unattractive
–
2. С –
Weak
3 2 1 0 1 2 3
Strong
+
3. А +
Talkative
3 2 1 0 1 2 3
Silent
–
4. О –
Irresponsible
3 2 1 0 1 2 3
Conscientious
+
5. С +
Stubborn
3 2 1 0 1 2 3
Compliant
–
6. А –
Closed
3 2 1 0 1 2 3
Open
+
7. О +
Kind
3 2 1 0 1 2 3
Selfish
–
8. С –
Dependent
3 2 1 0 1 2 3
Independent
+
9. А +
Active
3 2 1 0 1 2 3
Passive
–
10. О –
Stale
3 2 1 0 1 2 3
Responsive
+
11.
С
+
Decisive
3 2 1 0 1 2 3
Indecisive
–
12. А –
Lethargic
3 2 1 0 1 2 3
Vigorous
+
13.
О
+
Fair
3 2 1 0 1 2 3
Unfair
–
14. С –
Relaxed
3 2 1 0 1 2 3
Tense
+
15.
А
+
Fussy
3 2 1 0 1 2 3
Calm
–
16. О –
Hostile
3 2 1 0 1 2 3
Friendly
+
17.
С
+
Confident
3 2 1 0 1 2 3
Uncertain
–
18. А –
Unsociable
3 2 1 0 1 2 3
Communicative
+
19.
О
+
Honest
3 2 1 0 1 2 3
Insincere
–
20. С –
Dependent
3 2 1 0 1 2 3
Independent
+
21.
А
+
Irritable
3 2 1 0 1 2 3
Unperturbed
–
Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]