THE IMAGE OF SOCIALLY ACTIVE INDIVIDUAL IN THE REPRESENTATIONS OF STUDENT YOUTH
Keywords:personality, representations, image, socially-active individual, cognitive complexity
The study of students’ representations of a socially active individual is one of the major tasks of psychology of education. The purpose of the study is to carry out analysis of characteristics of an image of a socially active individual in the representations of student youth and to correlate them with self-assessment of social activity and assessment of real social activity. Students aged 17-23 years (n=251) took part in the study ?=20.11, SD=1.2 (41% men). We used the polling method with the scales developed by the authors of the present study in order to identify self-assessment of social activity, to evaluate real activity; and the associative experiment method. In the study we analysed qualitative and quantitative characteristics of the image of a socially-active individual in the representations of university students. We have established major meaningful characteristics of representations (personal qualities, self-improvement and personal transformation, states, representation in the group, process and activity-related characteristics). Conclusion has been made about the connection between the intensity of students’ social activity and cognitive complexity of the image of a socially active individual and the content of subjective (initiative, confidence) and psychodynamic (vigour) categories in it.
Arapova, O. I., & Dolgova, M. V. (2017). Cross-cultural differences in representation of basic emotions. Juvenis scientia, 6, 70-73. https://elibrary.ru/item.asp?id=29454816
Batel, S., & Castro, P. (2018). Reopening the dialogue between the theory of social representations and discursive psychology for examining the construction and transformation of meaning in discourse and communication. British Journal of Social Psychology, 57(4), 732-753 https://doi.org/10.1111/bjso.12259
Brown, C. L., Gibbons, L. E., Kennison, R. F., Robitaille, A., Lindwall, M., Mitchell, M. B., ... & MacDonald, S. W. (2012). Social activity and cognitive functioning over time: a coordinated analysis of four longitudinal studies. Journal of Aging Research, 2012. https://doi.org/10.1155/2012/287438
Eysenk, M.W. (2015). Anxiety: The cognitive perspective. Psychology Press, New York.
Federal State Statistics Service (Rosstat) (2018). Education. http://www.gks.ru/wps/wcm/connect/rosstat_main/rosstat/en/figures/education/
Grigorieva, M. V. (2018). Types of Adaptive Personality Readiness in the School Learning Environment. Izvestiya of Saratov University. Ser. Educational Acmeology. Developmental Psychology, 7(1), 56-61. https://doi.org/10.18500/2304-9790-2018-7-1-56-61
Gruter, T., Takeda, A., Rohde, H., & Schafer A. J. (2018). Intersentential coreference expectations reflect mental models of events. Cognition. 177, 172-176. https://doi.org/10.1016/j.cognition.2018.04.015
Jackendoff, R. S. (2017). In Defense of Theory. Cognitive Science, 41(S2), 185–212. https://doi.org/10.1111/cogs.12324
Jackendoff, R. S. (2016). Morphological Schemas: Theoretical and Psycholinguistic Issues. The Mental Lexicon, 11(3), 467-493. https://doi.org/10.1075/ml.11.3.06jac
Levine, S., Leslie, A. M., & Mikhail, J. (2018). The Mental Representation of Human Action. Cognitive science, 42(4), 1229-1264. https://doi.org/10.1111/cogs.12608
Lewin, K. (2000). Field theory in social Sciences. Piter, Saint-Petersburg.
Markova, L (2016). The Dialogical Mind: Common Sense and Ethics, Cambridge University Press, https://doi.org/10.1017/CBO9780511753602
Moscovici, S. (2000). Social Representations: Explorations in Social Psychology. Polity Press, Cambridge.
Petrenko, V. F. (2016). Methodological manifesto of psychosemantics. Psikhologicheskii Zhurnal, 37(3), 5-14. https://elibrary.ru/item.asp?id=26153418
Piaget, J. (2004). Psychology of intelligence. Piter, Saint-Petersburg.
Pilipenko, A. I. (2017). Actual cognitive representation of students. Problems of Economics and law, 111, 41-46. https://elibrary.ru/item.asp?id=32561108
Richard, Zh. F. (1998). Mental activity. Understanding, reasoning, finding solutions. Institute of psychology RAS, Moscow.
Samoylenko, E. S., & Bogdanova, I. V. (2017). Modern ideas about types of knowledge and experience in psychological research of the problem of their capitalization. Experimental psychology, 10(4), 74-95. https://doi.org/10.17759/exppsy.2017100406
Sergienko, E. A. (2017). Realization of the principle of development in the psychology of subject. Psikhologicheskii Zhurnal, 38(2), 5-18. https://elibrary.ru/item.asp?id=28771688
Shamionov, R. M. (2014). Adaptational potential аnd subjective well-being jf comprehensive school graduates and first year students оf higher educational institutions. Procedia - Social and Behavioral Sciences, 131, 51-56. https://doi.org/10.1016/j.sbspro.2014.04.078
Shamionov, R. M. (2017). Attitude to change and tolerance to uncertainty as predictors of adaptability and adaptive readiness. Russian psychological journal, 14(2), 90-104. https://doi.org/10.21702/rpj.2017.2.5
Velichkovsky, B. M. (2017). Cognitive science the art and its implications. Psychology in Russia: State of the Art. 10(3), 2-6. https://doi.org/10.11621/pir.2017.0300
Zhdanova, S. Yu., Pecherkina, A. V., & Strokanov, A. A. (2017). The Structure of Happiness Representation for Russian and American Representatives. The Education and Science Journal, 19(7), 77-96. https://doi.org/10.17853/1994-5639-2017-7-77-96
How to Cite
Copyright (c) 2019
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.