Zobrazeno 1 - 10
of 26
pro vyhledávání: '"Tatiana G. Fomina"'
Autor:
Tatiana G. Fomina, Irina N. Bondarenko
Publikováno v:
Вестник Московского университета. Серия 14: Психология, Vol 47, Iss 2, Pp 243-264 (2024)
Background. The article presents a comparative analysis of diagnostic tools used to assess various aspects of psychological well-being. It also outlines trends in the development of modern survey methods for its assessment. The objective of this stu
Externí odkaz:
https://doaj.org/article/625c88c32a3b482697cf09a9d96568d6
Publikováno v:
RUDN Journal of Psychology and Pedagogics, Vol 20, Iss 3, Pp 560-577 (2023)
The problem of the relationship between school engagement and self-regulation of students is a topical area of modern research in the field of educational psychology. The objectives of this study include: 1) identifying individual typological groups
Externí odkaz:
https://doaj.org/article/471b5153ed104dd68a43fd0d19fd9e6f
Publikováno v:
Psychology in Russia: State of Art, Vol 16, Iss 3, Pp 168-188 (2023)
Background. The role of conscious self-regulation in determining students’ psychological well-being and academic performance is considered in the context of the fundamental problem of the regularities of young adolescents’ development. Objective
Externí odkaz:
https://doaj.org/article/2d888354294b430daac8ac061244fffb
Publikováno v:
Psychology in Russia: State of Art, Vol 15, Iss 4, Pp 170-187 (2022)
Background. The theoretical basis of the study was the resource approach (Morosanova 2014, 2017), in which the conscious self-regulation of learning activity is understood as a meta-resource, of students allowing them to consciously and independently
Externí odkaz:
https://doaj.org/article/fefda0856f69442e8735a2bd18eb43c9
Publikováno v:
Psychology in Russia: State of Art, Vol 14, Iss 3, Pp 34-49 (2021)
Background. Recently, research on psychological well-being and its dynamics and predictors in adolescence, has gained special attention, due to the importance of well-being for mental and physical health, as well as for success in different activitie
Externí odkaz:
https://doaj.org/article/95a713bc3b014b1da7f1b2d53d727ea7
Publikováno v:
RUDN Journal of Psychology and Pedagogics, Vol 17, Iss 3, Pp 390-411 (2020)
The article presents a theoretical and methodological analysis of the problem of school engagement, the research of which is highly relevant nowadays in foreign educational psychology. School engagement is a reliable marker of efficient learning orga
Externí odkaz:
https://doaj.org/article/ba5c681f66114c50a19949ace8356387
Publikováno v:
Психологическая наука и образование, Vol 26, Iss 5, Pp 30-42 (2021)
The study seeks to examine the longitudinal relationship between school en¬gagement, conscious self-regulation, and student academic achievement. Research analysis covers the data obtained in two longitudinal studies of two student groups: 8—9 gra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2db3b2111dc737096222bbfabe174053
https://psyjournals.ru/en/psyedu/2021/n5/Fomina_et_al.shtml
https://psyjournals.ru/en/psyedu/2021/n5/Fomina_et_al.shtml
Publikováno v:
Bulletin of the Moscow State Regional University (Psychology). :98-115
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f270946706b460b14b33166f59a610f0
https://doi.org/10.18384/2310-7235-2021-3-98-115
https://doi.org/10.18384/2310-7235-2021-3-98-115
Publikováno v:
RUDN Journal of Psychology and Pedagogics, Vol 17, Iss 3, Pp 390-411 (2020)
The article presents a theoretical and methodological analysis of the problem of school engagement, the research of which is highly relevant nowadays in foreign educational psychology. School engagement is a reliable marker of efficient learning orga
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9b80ac4434986f2ce2cb767018554304
http://journals.rudn.ru/psychology-pedagogics/article/viewFile/24710/18682
http://journals.rudn.ru/psychology-pedagogics/article/viewFile/24710/18682
Publikováno v:
RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education. :109-129
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bbab7944aa91594e9fef728f57189dcd
https://doi.org/10.28995/2073-6398-2020-1-109-129
https://doi.org/10.28995/2073-6398-2020-1-109-129