DOI: 
http://dx.doi.org/10.15293/1813-4718.1906.15
UDC: 
159.923+316.6+378
Galay Igor Alekseevich
Head of the Department of Physical Education Kuibyshev branch, Novosibirsk state pedagogical university, galay.igor@mail.ru, Novosibirsk
Lebedev Alexey Vladimirovich
Кандидат биологических наук, Cand. of Biological Sci., Assistant professor of the Dept. of anatomy, physiology and life safety, Novosibirsk state pedagogical university, lebedev_05@mail.ru, Novosibirsk
Aizman Roman Idelevich
Доктор биологических наук, Doc. Sci (Biolog), Prof. Head of the Department of Anatomy, Physiology and Life Safety, Novosibirsk State Pedagogical University, aizman.roman@yandex.ru, Novosibirsk

Psychosocial Portrait of Graduates of a Pedagogical University Residing in Megapolis and the District Center

Abstract: 
Problem The article actualizes the problem of the psychosocial development of students in the context of reforming the modern pedagogical system and increasing the requirements for the quality of education in higher education. The importance of timely assessment of the psychosocial potential of applicants and students to improve the quality of education and socio-psychological adaptation of students is shown. The purpose is to identify the features of the development of the personal and psychophysiological potential of students in the dynamics of learning at a pedagogical university. Methodology. The study of personality characteristics was carried out on the basis of a diagnostic complex express assessment of the parameters of a person’s personal potential using a package of psychological tests. Psychophysiological parameters are evaluated using certified computer programs: “A comprehensive assessment of the health and development of students in higher and secondary educational institutions” and “Assessment of the socio-psychological adaptation and personal cooperation of students.” Research results. Authors consider that significant differences in the dynamics of the indicators of students’ personal potential over the period of study are due to the characteristics of the socio-pedagogical environment of the universities of the metropolis and the regional center. The specificity of such differences is associated with a change in the psychosocial state of students during their studies at the university under the influence of both positive and negative socio-environmental, economic and cultural factors. In conclusion, it is concluded that the use of approaches to a comprehensive assessment of psychophysiological indicators allows us to identify the specifics of the influence of the socio-pedagogical environment of the university on the formation of professional maturity of a modern teacher.
Keywords: 
students, socio-psychological adaptation, personal potential, socio-pedagogical environment
Please register
References: 

1. Aizman, R. I., Lebedev, A. V., Aizman, N. I., 2013. Assessment of socio-psychological adaptation and students’ personal potential. Certificate of state registration of computer programs No. 2013615200 dated April 11. Moscow Federal State Unitary Enterprise Scientific and Information Center Informregister. (In Russ.)
2. Ananiev, B. G., 1977. On the problem of modern human knowledge. Moscow: Nauka Publ., 380 p. (In Russ.)
3. Baiguzhin, P. A., 2010. The effectiveness of testing a simple visual-motor reaction in students depending on the modulation of a significant signal. Adaptation of biological systems to natural and extreme environmental factors. Chelyabinsk: Chelyabinsk State Pedagogical University Publ., pp. 110–113. (In Russ.)
4. Burns, R., 1986. Development of self-concept and education. Moscow: Progress Publ., 422 p. (In Russ.)
5. Bogomaz, S. A., Matsuta, V. V., 2010. Assessment of personal potential and the identification of the main types of orientation toward professional activity in modern university youth. Psychology of Education, Vol. 12. Moscow: SSU Publ., pp. 77–88. (In Russ., abstract in Eng.)
6. Bogomaz, S. A., 2012. Modification of the questionnaire “Career Anchors”: value orientation on innovative and entrepreneurial activity. Siberian Psychological Journal, No. 44, pp. 101–109. (In Russ., abstract in Eng.)
7. Bogomaz, S. A., Balanev, D. Yu., 2009. Vitality as a component of human innovative potential. Siberian Journal of Psychology, No. 32, pp. 23–28. (In Russ., abstract in Eng.)
8. Bocharskaya, I. A., 2006. Professional and socio-psychological adaptation of students at a university as a process of educating a socially-oriented and competitive personality. Bulletin of Kazan State University of Culture and Arts, No. 3,
pp. 125–127. (In Russ., abstract in Eng.)
9. Galay, I. A., Aizman, R. I., 2017. Gender characteristics of the personal potential of first-year students of a pedagogical university. Bulletin of the Novosibirsk State Pedagogical University, Vol. 7, pp. 95–105. (In Russ., abstract in Eng.)
10. Galay, I. A., Lebedev, A. V., Aizman, R. I., 2015. Comparative characteristics of the personal potential of young men of a university in a large city and regional center. Bulletin of the Novosibirsk State Pedagogical University, Vol. 7, 3 (25), pp. 94–101. (In Russ., abstract in Eng.)
11. Geryanskaya, N. O., 2008. Psychoemotional health of a teacher in the context of modernization of education. Siberian Psychological Journal, No. 29, pp. 86–89. (In Russ., abstract in Eng.)
12. Gulianova, N. A., 2001. On the relationship of self-acceptance and awareness of the self-image in a situation of failure. Bulletin of Moscow. un-that. Psychology, No. 3, pp. 68–75. (In Russ., abstract in Eng.)
13. James, W., 1991. Psychology. Moscow: Pedagogy Publ., 368 p. (In Russ., abstract in Eng.)
14. Zimbardo, F., 2003. Formation of self-esteem. Self-awareness and protective mechanisms of personality. Samara: Bahrakh Publ., pp. 58–65. (In Russ.)
15. Korneeva, L. N., 1989. Self-assessment as a mechanism for self-regulation of professional activity. Bulletin of LG, Vol. 4, pp. 91–96. (In Russ., abstract in Eng.)
16. Lebedev, A. V., Aizman, R. I., Rubano-vich, V. B., Aizman, N. I.,2013. Program for the comprehensive assessment of the health and development of students in higher and secondary educational institutions. Novosibirsk. (In Russ.)
17. Liman, I. A., 2005. Problems of financing higher education in the Russian Federation. University Management: practice and analysis, No. 5, pp. 31–39. (In Russ.)
18. Litvina, S. A., Bogomaz, S. A., Galay, I. A., Aizman, R. I., 2014. Peculiarities of personality-conditioned perception by the university youth of the city environment (based on research in Irkutsk, Tomsk and Kuibyshev). Psychology in Economics and management, No. 1 (11), pp. 106–111. (In Russ.)
19. Litvinova, N. A., 2008. The role of individual psychophysiological characteristics of students in adaptation to mental and physical activity. Kemerovo, 284 p. (In Russ.)
20. Martynova, M. A., Bogomaz, S. A., 2012. Self-determination in the structure of the personal potential of modern Russian youth. Bulletin of TSU, No. 357, pp. 164–168. (In Russ., abstract in Eng.)
21. Musina, S. V., Egorycheva, E. V., Tatarnikova, M. K., 2008. Physiological and mental performance of students and the influence of various factors on it. Bulletin of the Volgograd State Technical University, No. 5 (43), Vol. 5,
pp. 148–150. (In Russ.)
22. Negasheva, M. A., Manukyan, A. S., 2016. An integrated approach to the study of morphophysiological and mental adaptation of boys and girls-students of Moscow universities. Moscow University Bulletin. Series 23: Anthropology, No. 2, pp. 49–58. (In Russ., abstract in Eng.)
23. Osin, E. N., Leontyev, D. A., 2008. Testing of Russian-language versions of two scales for express assessment of subjective well-being [online]. Materials of the III All-Russian Sociological Congress. Moscow: Institute of Sociology, Russian Academy of Sciences: Russian Society of Sociologists Publ. Available at: https://publications.hse.ru/chapters/78753840 (accessed: 10.08.2019). (In Russ.)
24. Petukhova, Yu. O., 2010. Value orientation to the challenge and risk taking as components of the individual’s innovative potential. Diagnostics and the formation of motivational readiness for innovative activity in the context of continuing professional education. Materials of the All-Russian Scientific Conference. Tomsk: TML-Press Publ., pp. 125–132. (In Russ.)
25. Podolskaya, E. A., 2010. The inconsistency of the social status of the modern student: the sociological dimension. Values and meanings, No. 3 (6), pp. 79–91. (In Russ., abstract in Eng.)
26. Rasskazova, E. I., 2012. Methods of assessing the quality of life and satisfaction: psychometric characteristics of the Russian-language version. Psychology. Journal of the Higher School of Economics, No. 4, Vol. 9, pp. 81–90. (In Russ.,
abstract in Eng.)
27. Selezneva, N. T., Rublenko, N. V., Todysheva, T. Yu., 2015. Viability of personality. Monograph. Krasnoyarsk: Krasnoyarsk State Pedagogical University V. P. Astafyeva Publ., 308 p. (In Russ.)
28. Shibutani, T., 2003. I-concept and self-esteem. Self-awareness and protective mechanisms of personality. Samara: Bahrakh Publ., 656 p. (In Eng.)
29. Cabello, R., Sorrel, M. A. et al., 2016. Age and gender differences in ability emotional intelligence in adults: A cross-sectional study. DevPsychol, Vol. 52 (9):1486-92, pp. 1486–1492. DOI: 10.1037/dev0000191. (In Eng.)
30. Isayeva, N. So., 2014. Psychological criteria for assessing the educational environment of the University. Modern problems of science and education, No. 6, pp. 1555. (In Eng.)
31. Korytchenko, N., Akhverdova, O. A., Smagina, S. S., 2016. Integral characteristics of aggressiveness of the personality. Bulletin of Kemerovo state University, No. 4, pp. 152–156. (In Eng.)
32. Matud, M. P., Bethencourt, J. M., Ibáñez, I., 2015. Gender differences in psychological distress in Spain. Int J Soc Psychiatry, Vol. 61(6):560-8, pp. 1–9. DOI: 10.1177/0020764014564801. (In Eng.)
33. Miyamoto, R., Kikuchi, Y., 2012. Gender differences of brain activity in the conflicts based on implicit self-esteem. PLoS One, Vol. 7(5):e37901, pp. 1–10. DOI: 10.1371/journal.pone.0037901. (In Eng.)
34. Mullola, S., Ravaja, N. et al., 2012. Gender differences in teachers’ perceptions of students’ temperament, educational competence, and teachability. Br J. EducPsychol, Jun. 82 (Pt 2), pp. 185–206. DOI:10.1111/j.2044-8279.2010. 02017.x. (In Eng.)
35. Nostro, A. D., Müller, V. I. et al., 2016. Correlations Between Personality and Brain Structure: A Crucial Role of Gender. Cereb Cortex, Jul. 7, pp. 1–15. DOI: 10.1093/cercor/bhw191. (In Eng.)
36. Osin, E. N., Oniwell, I. Self-determination and well-being.Posterpresentedatthe Self-Determination Conference (Ghent, Belgium, May 2010). (In Eng.)
37. Rajchert, J. M., Żułtak, T., Smulczyk, M., 2014. Predicting reading literacy and its improvement in the Polish national extension of the PISA study: The role of intelligence, trait-and state-anxiety, socio-economic status and school-type. Learning and Individual Differences, Vol. 33, pp. 1–11. (In Eng.)
38. Ritsner, M., Kurs, R., Gibel, A., Ratner, Y., Endicott, J., 2005. Validity of an abbreviated Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q-18) for schizophrenia, schizoaffective, and mood disorder patients. Quality of Life Research, No. 14, pp. 1693–1703. (In Eng.)
39. Tadevosyan, N. E., Gevorgyan, E. G. et al., 2010. Comparative analysis of indices of simple visual-motor reactions to rhythmic and non-rhythmic signals. Medical science of Armenia, Vol. 50, No. 4, pp. 56–64. (In Eng.)