The Results of a Longitudinal Diagnostic Study on the Project «Chess for Overall Development»

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Abstract

The relevance is due to the expansion of the practice of including chess into school as an academic subject. At the same time, there are very few studies devoted to the analysis of the influence of chess on the development and academic performance of students studying chess as a school subject. This diagnostic study is being carried out as part of the Chess for Overall Development project, which has been implemented in the city of Satka, Chelyabinsk Region, from 2004 to the present. The aim of the study is to establish a relationship between teaching chess in elementary school using the «Chess for Overall Development» technology and the dynamics of the development of higher mental functions of students playing chess using the «Chess for Overall Development» technology (N=331), not playing chess (N=146) or engaged in other methods (N=160). In a cross-sectional longitudinal study, methods are used to diagnose the development of attention, memory, verbal and non-verbal intelligence, performance, and the ability to act in the mind. In total, three cross-sectional studies were conducted: with students in the second grade, in high school and in the ninth grade. The results of a comparative study show that in the second grade, students who played chess using the «Chess for Overall Development» technology for a year were ahead of their peers from the comparison groups in almost all indicators. According to some indicators, the advance in development remained until the ninth grade. In terms of academic performance, students who studied using the «Chess for Overall Development» technology showed significantly higher results than their peers from the two control groups: every third graduate from those who entered the tenth grade became a gold medalist. The conclusion is made about the expediency of using the «Chess for Overall Development» technology in elementary school for cognitive development and growth in academic performance in middle and high school.

General Information

Keywords: cultural-historical psychology, chess for overall development, reflective-activity-approach, higher mental functions, ability to act in mind, zone of proximal development, longitudinal study method, student academic achievement

Journal rubric: Empirical Researches

Article type: scientific article

DOI: https://doi.org/10.17759/cpp.2022300404

Funding. The study was carried out with the financial support of the Magnezit Group as part of the scientific social project “Chess for Overall Development”

Acknowledgements. The authors are grateful for the support and assistance in organizing the study President of the Magnezit Group S.P. Korostelev and Executive Director of the Chess Club “Vertical” A.M. Gilyazov.

Received: 01.11.2022

Accepted:

For citation: Glukhova O.V., Volikova S.V., Zaretsky Y.V., Zaretsky V.K. The Results of a Longitudinal Diagnostic Study on the Project «Chess for Overall Development». Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2022. Vol. 30, no. 4, pp. 49–75. DOI: 10.17759/cpp.2022300404. (In Russ., аbstr. in Engl.)

References

Alekseev N.G. Refleksiyai formirovanie sposoba resheniya zadach / M., 2002. Kolledzh predprinimatelstva i sotsialno-trudovogo proektirovaniya. 137 p.

Information About the Authors

Oxana V. Glukhova, psychologist, Chess Club «Vertical», head of chess educational projects, FIDE school instructor, member of the International Society for Cultural-Historical Activity Research (ISCAR), Chelyabinsk, Russia, e-mail: ksuu@inbox.ru

Svetlana V. Volikova, PhD in Psychology, psychologist, Russian University of Transport (MIIT), Assistant Professor at the Clinical Psychology and Psychotherapy Chair, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8982-226X, e-mail: psylab2006@yandex.ru

Yuri V. Zaretsky, PhD in Psychology, Associate Professor, Chair of Clinical Psychology and Psychotherapy, Department of Clinical and Counseling Psychology, Moscow State University of Psychology and Education, Educational Psychologist GBOU Boarding School No. 8, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8036-4431, e-mail: zaretskiyyuv@mgppu.ru

Victor K. Zaretsky, PhD in Psychology, Professor, Chair of Individual and Group Psychotherapy, Faculty of Counseling and Clinical Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8831-6127, e-mail: zaretskiyvk@mgppu.ru

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