Readiness to Risk in Non-Standard Situation of Interaction in Students of Pedagogical and Non-Pedagogical Specialties

Mitin G.V.

doi:10.17759/cpse.2017060405

Clinical Psychology and Special Education - №4 / 2020 | Перейти к описанию

Previous issue (2020. Vol. 9, no. 3)

Included in Web of Science СС (ESCI)

Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: https://doi.org/10.17759/cpse

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal

RU In Russian

Clinical Psychology and Special Education
2017. Vol. 6, no. 4, 61–74
doi:10.17759/cpse.2017060405
ISSN: 2304-0394 (online)

Readiness to Risk in Non-Standard Situation of Interaction in Students of Pedagogical and Non-Pedagogical Specialties ¹⁵⁴⁸

Mitin G.V.
PhD in Psychology, Leading Researcher, Laboratory of Ecopsychology of Development and Psychodidactics, Psychological Institute of Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-3124-0352
e-mail: mitingv76@gmail.com

PDF (RUS)
Quick translation of full-text in Google Translate

In the theoretical and empirical study it was shown that risk readiness is a personal quality of the optimal level of development that determines the effectiveness of pedagogical interaction, and is manifested in teachers (future teachers) whose activities correspond to the model of professional development. The optimal level of readiness for risk is associated with the individual psychological characteristics of students (future teachers): self-awareness, communicative competence, flexibility. The highest rates of risk readiness were found in first-year students, the lowest in graduate students. The level of readiness for risk among students (farmers of 1 to 4 year of study) has not changed. Specially developed training seminar is an effective tool for optimizing the level of risk preparedness.

Keywords: readiness for risk, optimal level, self-awareness, communicative competence, flexibility, non-standard situations, students - future teachers, agrarian students, training seminar

Column: Empirical research

DOI: https://doi.org/10.17759/cpse.2017060405

For Reference

Mitin G.V. Readiness to Risk in Non-Standard Situation of Interaction in Students of Pedagogical and Non-Pedagogical Specialties [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2017. Vol. 6, no. 4, pp. 61–74. doi:10.17759/cpse.2017060405. (In Russ., аbstr. in Engl.)

This study was supported by the Russian Foundation for Basic Research (project № 16-06-00171).

Bjulleten' o sfere obrazovanija. Reforma shkol'noj sistemy obrazovanija (otechestvennyj i zarubezhnyj opyt) [Bulletin on the field of education. Reform of the school system of education (domestic and foreign experience)], 2016, no. 10. 36 p.
Derkach A.A., Zazykin V.G. Professionalizm deyatel'nosti v osobykh i ekstremal'nykh usloviyakh [Professionalism of activities in special and extreme conditions]. Moscow, 1998. 152 p.
Kozeletskii Yu. Psikhologicheskaya teoriya reshenii [Psychological theory of solutions]. Moscow, 1979. 504 p.
Kornilova T.V. Psikhologicheskaya regulyatsiya prinyatiya intellektual'nykh reshenii: Avtoref. … dokt. psikhol. nauk [Psychological regulation of making intellectual decisions: Doct. Thesis (Psychology)]. Moscow, 1999. 54 p.
Mitin G.V. Psikhologicheskie faktory effektivnogo pedagogicheskogo vzaimodeistviya v nestandartnykh i riskonesushchikh situatsiyakh [Psychological factors of effective pedagogical interaction in non-standard and risk-bearing situations]. Teoreticheskaya i eksperimental'naya psikhologiya [Theoretical and Experimental Psychology], 2016, no. 3. pp. 32–39.
Mitin G.V., Khabibullin E.R., Kolmakova I.G., Akovantseva L.I., Aleksandrova E.S. Vliyanie psikhologicheskikh faktorov na sposoby razresheniya nestandartnykh i riskonesushchikh situatsii [Influence of psychological factors on the ways of solving non-standard and risk-bearing situations]. Rossiiskii nauchnyi zhurnal [Russian Scientific Journal], 2017, vol. 54, no.1, pp. 123–130.
Mitina L.M. Psikhologiya lichnostno-professional'nogo razvitiya sub"ektov obrazovaniya [Psychology of personal and professional development of subjects of education]. Moscow, Saint-Petersburg: Nestor-Istoriya, 2014. 376 p.
Moskvina N.B. Transformatsiya riska lichnostno-professional'nykh deformatsii uchitelya v resurs razvitiya: pedagogicheskii aspekt: Avtoref. … dokt. ped. nauk. [Transformation of the risk of personal and professional deformations of teachers into the resource of development: the pedagogical aspect: Doct. Thesis (Pedagogical sciences.]. Khabarovsk, 2005. 42 p.
Petrovskii V.A. Neadaptivnyi risk: fenomenologiya i opyt interpretatsii [Non-adaptive risk: phenomenology and experience of interpretation]. Upravlenie riskom [Risk management], 1997, no. 3–4, pp.13–20.
Tsukerman G.A. Psikhologiya samorazvitiya : zadacha dlya podrostkov i ikh pedagogov: posobie dlya uchitelei [The psychology of self-development: a problem for teenagers and their teachers: a manual for teachers], 2^nd ed. Riga: Eksperiment, 1997.
276 p.

PlumX