Personal Predictors of Pedagogical Assessment of Ability in Student Actors

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Abstract

One of the main way for the study of acting can be considered the process of training student-actors, in which the mechanisms and techniques of creating an image and assuming a role are unfolded and highlighted. Special attention in the study of this problematic should be paid to the factors contributing to the mastery of the profession. It is assumed that personal characteristics play a key role in the issue of successful training of a student-actor, because it is the actor's personality that can be considered as the main tool that the actor has in the art of acting transformation. The aim is to identify personal predictors of pedagogical assessments of acting abilities among student actors. Psychodiagnostic study using the following techniques: “16 personality factors” by R. Kettell and “Short portrait questionnaire of the Big Five” by M.S. Egorova and O.V. Parshikova, the scale of average assessments of acting abilities. It was revealed that two personality traits are associated with the pedagogical assessment of the acting skills of an actor student: “consciousness” (B5-10) and “sensitivity” (I, 16PF). They also contribute to this average estimate. In this regard important factors for the success of mastering the acting profession are consciousness, organization, focus on maintaining relationships in the learning process, as well as the sensitivity of the student actor to internal and external changes, the richness of his emotional experience.

General Information

Keywords: acting ability; Big Five; Cattel`s 16 Personality Factors Questionnaire; student actors; conscientiousness; sensitivity; K.S. Stanislavski

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2024160207

Received: 02.05.2024

Accepted:

For citation: Savchenko N.L., Emelin G.D. Personal Predictors of Pedagogical Assessment of Ability in Student Actors [Elektronnyi resurs]. Psychological-Educational Studies, 2024. Vol. 16, no. 2, pp. 116–127. DOI: 10.17759/psyedu.2024160207. (In Russ., аbstr. in Engl.)

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Information About the Authors

Nina L. Savchenko, Junior Researcher at the Center of Socio-Cultural Problems of Modern Education, Federal Scientific Center for Psychological and Multidisciplinary Research, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8250-9254, e-mail: savninulya@gmail.com

Gleb D. Emelin, Junior researcher of Center for Sociocultural Problems of Modern Education, Russian Academy of Education Psychological Institute, Moscow, Russia, ORCID: https://orcid.org/0000-0002-0034-8467, e-mail: glebjosh@rambler.ru

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