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  Previous issue (2018. Vol. 10, no. 4)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Position in Educational Activity and Empathy Ability in Adolescence and Teenage Years

Klimenkova E.N., Psychologist, school psychologist, the structural subdivision "Sevastopol", State professional educational establishment Complex «South-West», Moscow, Russia, klimenkovaliza@gmail.com
Kholmogorova A.B., Doctor in Psychology, Professor, Head of the Department of Clinical Psychology and Psychotherapy, Faculty of Psychological Counseling, MSUPE, Moscow, Russia, kholmogorova@yandex.ru
Abstract
The article is devoted to the study of the relationship between empathy and learning activity position in adolescence and young. We present the results of empirical research of 78 assisting professions students (psychologists and teachers) and 42 Polytechnic College students with the techniques of studying empathic abilities (questionnaire of the Interpersonal Reactivity Index of M. Davis in the adaptation of TD Karyagina, projective technique "Consolation Strategies" Vasiluk and EV Sheryagina, processing in the modification of AB Kholmogorova), and the the subject position (the questionnaire "Subject Position in studying activity" by Yu.V. Zaretsky and V.K. Zaretsky). Students less likely to use emotional support, the objective position is more clearly expressed and less subjective in relation to learning activity. Subjects with a subjective learning activity position have stronger empathy, perspective taking and the ability to provide support. Subjects with a subject position often use emotional support.

Keywords: adolescence, young, empathy, position of agency, learning activity, educational motivation

Column: Developmental Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2017090316

For Reference

References
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  4. Klimenkova E.N. Razvitie mentalizatsii i empatii v ontogeneze: obzor empiricheskikh issledovanii [Mentalization and empathy ontogenetic development: empirical studies review]. Konsul'tativnaya psikhologiya i psikhoterapiya [Counseling Psychology and Psychotherapy], 2016, no. 4, pp. 126–137. doi:10.17759/cpp.2016240406 (In Russ., abstr. in Engl.).
  5. Klimenkova E.N., Kholmogorova A.B. Empiricheskoe issledovanie sposobnosti k mentalizatsii i empatii v starshem podrostkovom i yunosheskom vozrastakh [Mentalization and empathy empirical study in adolescence and young]. In Kholmogorova A.B. (eds.) Sotsial'noe poznanie kak vysshaya psikhicheskaya funktsiya i ego razvitie v ontogeneze [Social cognition as a higher mental function and its ontogenetic development]. Moscow: NEOLIT, 2016, pp. 236-261.
  6. Kholmogorova A.B. Znachenie kul'turno-istoricheskoi teorii razvitiya psikhiki L.S. Vygotskogo dlya razrabotki sovremennykh modelei sotsial'nogo poznaniya i metodov psikhoterapii [Significance of Cultural-Historical Theory of Psychological Development of L.S. Vygotsky for the Development of Modern Models of Social Cognition and Psychotherapy]. Kul'turno-istoricheskaya psikhologiya [Cultural-Historical Psychology], 2016, no. 3, pp. 58–92. (In Russ., abstr. in Engl.). doi:10.17759/chp.2016120305
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