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Psychological-Educational Studies
2017. Vol. 9, no. 1, 54–65
doi:10.17759/psyedu.2017090106
ISSN: 2587-6139 (online)

Value-meaning Barriers in Research Activity of Junior Scientists

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M.V. Shabalovskaya, T.G. Bokhan, L.V. Radishevskaya, A.L. Ul’yanich

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Abstract

Contents of value-meaning barriers are covered that acquire certain specifics in research activity and influence formation of meaning-forming research motivation of junior scientists. Such barriers were assumed to be conditioned by dissonance between dominating values and degree of their realization in junior researchers.Sample of respondents included 88 beginners: postgraduate students (n=65) and masters (n=23) of Tomsk high schools aged between 21 and 35 years. As research methods the expanded version of technique by M. Rokeach (proposed by M.S. Yanitsky and A.V. Seryy), methods of statistical analysis of results (frequency analysis, Mann-Whitney test) were used. Relevant value orientations of junior scientists are presented. Gender differences in value-meaning domain are revealed. Differences in values in postgraduate students and masters were found. Dissonance in degree of fulfillment of terminal and instrumental values has been established that indicates disturbances of value-meaning domain of the personality of junior scientists. Results add to scientific ideas about value-meaning barriers in research activity of junior scientists. This work was supported by grant RFH № 15-16-70001.

General Information

Keywords: value orientations, value-meaning barriers, research activity, junior scientists

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2017090106

Published

For citation: Shabalovskaya, M.V., Bokhan, T.G., Radishevskaya, L.V., Ul’yanich, A.L. (2017). Value-meaning Barriers in Research Activity of Junior Scientists. Psychological Science and Education psyedu.ru, 9(1), 54–65. (In Russ.). https://doi.org/10.17759/psyedu.2017090106

© Shabalovskaya M.V., Bokhan T.G., Radishevskaya L.V., Ul’yanich A.L., 2017

License: CC BY-NC 4.0

References

Information About the Authors

Marina V. Shabalovskaya, Candidate of Science (Psychology), Lecturer of General and Differential Psychology Department, SBEI HPE «Siberian State Medical University» of Ministry of Healthcare of the Russian Federation, Lecturer of Psychotherapy and Psychological Counseling Department, National Research Tomsk State University, Tomsk, Russian Federation, e-mail: m_sha79@mail.ru

T. G. Bokhan, Doctor of Psychology, Head of the Department of Psychotherapy and Psychological Counseling, Department of Psychology, Tomsk State University, Tomsk, Russian Federation, ORCID: https://orcid.org/0000-0003-1454-3869, e-mail: btg960@sibmail.com

Lubov V. Radishevskaya, Candidate of Science (Philosophy), Lecturer of Philosophy and Sociology Department, Tomsk State University of Control Systems and Radioelectronics, Tomsk, Russian Federation, e-mail: Radishevskaya_LV@sibmail.com

Anna L. Ul’yanich, Candidate of Science (Psychology), Associate Professor of the Department of Psychotherapy and Psychological Counseling, National Research Tomsk State University, Tomsk, Russian Federation, ORCID: https://orcid.org/0000-0003-3154-3756, e-mail: fiale@yandex.ru

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