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

Mitin G.

doi:10.17759/cpse.2017060405

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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

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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 ¹⁴³¹

Mitin G.
PhD in Psychology, leading researcher, Psychological Institute of Russian Academy of Education, Moscow, Russia
e-mail: mitingv76@gmail.com

Full Text in Russian (PDF, 837 kb)
Quick translation of full-text in Google Translate

RUIn Russian

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).

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