Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1
Просмотр
6 результаты
Результаты поиска
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Parental reflexivity and latent psychological violence among urban parents in Kazakhstan and Kyrgyzstan: an exploratory study(Frontiers Media, 2026-09-30); ; ; Marhabbat NurovIntroduction Parental reflective functioning (PRF) has been associated with less harmful parenting behavior and a lower likelihood of intergenerational continuity of violence. However, little is known about whether the association between parental reflexivity and psychologically harmful parenting differs between fathers and mothers in Central Asia. This study examined parental reflexivity, measured using A. V. Karpov’s Reflexivity Scale as an operational proxy for PRF, and its association with latent psychological violence among urban parents in Kazakhstan and Kyrgyzstan. Methods A cross-sectional multi-city study was conducted in Almaty, Shymkent, Turkestan, and Bishkek. The analytical sample ( N = 400), drawn from a larger dataset ( n = 500), included 158 fathers and 242 mothers. Measures included reflexivity, aggression, empathy, latent psychological violence (ILV), uyat intensity, and family-of-origin violence. Analyses comprised parent-group-specific regressions, bootstrap coefficient comparisons, hierarchical moderation models with a PRF × parent-group interaction, and robustness analyses using recruitment-site fixed effects, robust standard errors, the full sample, parent-group weighting, and additional family-context covariates. Results Reflexivity was strongly inversely associated with latent psychological violence in both parent groups. The PRF–ILV slope was descriptively steeper among fathers than mothers ( b = −0.900, R 2 = 0.485 vs. b = −0.779, R 2 = 0.417), but the difference was not statistically significant ( z = −1.27, p = 0.204; 95% bootstrap CI [−0.320, 0.067]). The PRF × parent-group interaction was also nonsignificant (Δ R 2 = 0.002, p = 0.201). Among highly reflective parents with family-of-origin violence, none of five fathers met the exploratory high-ILV threshold (ILV ≥ 70), compared with 1 of 7 mothers; this difference was nonsignificant ( p = 1.000). Family-of-origin violence was associated with lower reflexivity among both fathers ( d = 0.64) and mothers ( d = 0.74). Discussion Parental reflexivity showed a robust inverse association with latent psychological violence, but formal analyses provided no evidence that this association differed between fathers and mothers. The descriptively steeper father association should therefore be regarded as hypothesis-generating rather than as evidence of a father-specific effect. These findings support further longitudinal and intervention research in urban Central Asian populations. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Teachers' views on teaching modern Kazakh stories over national values(SciencePark Science, Organization and Counseling LTD, 2022-01-31); ; ; Цитирования (OpenAlex) 4Цитирования (OpenCitations) 4 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The problem of the development of emotional intelligence of future social educators(SciencePark Science, Organization and Counseling LTD, 2022-07-29); Merey ZholzhaksynovaThe purpose of this research is to evaluate the development problem of the emotional intelligence of future social educators in line with the views of future social educators. This research was designed in accordance with the qualitative research method. The study group of the research consisted of 40 pre-service teachers studying in the department of social studies teaching at a university in Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of teacher candidates have a medium level of emotional intelligence. The majority of teacher candidates show behaviours that show high emotional intelligence. They expressed it as knowing which emotions and why, understanding the emotions of the people around them, empathising with the people around them, being able to control their own emotions and expressing their own emotions only when they want. The pre-service teachers who participated in the research evaluated the barriers to the development of emotional intelligence in three categories: family barriers, personal barriers and environmental barriers. In line with the results of the research, the necessity of organising seminars that can be guided by emphasising the importance of emotional intelligence for future social educators has emerged. Keywords: Emotional intelligence, development of emotional intelligence, future educators;Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, VOlUNTEERING AS A MEANS OF DEVELOPING THE PERSONAL AND PROFESSIONAL QUALITIES OF FUTURE STUDENTS OFSPECIAL EDUCATION(Ablai Khan University, 2025-09-01); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Integration of ethical categories of al-farabi and abai into civic and historical education in kazakhstan: An innovative educational model(2025-09-19); This study is dedicated to the development and validation of an innovative model of civic and historical education based on the integration of key ethical categories from the Kazakh philosophical tradition. These categories include Qaiyrymdy qala (virtuous society), Tolyq adam (whole person), fazilat (virtue), aqyl (reason), and zhürek (heart). They serve as pedagogically operational foundations for shaping value-based subjectivity. In the context of cultural diversity and increasing global fragmentation, the research offers an alternative to universalist approaches by proposing a rooted philosophical framework capable of bridging the humanitarian tradition and contemporary educational practices. The methodological foundation combines a design-based research approach, philosophical componential analysis, and qualitative methods of pedagogical diagnostics. The model was piloted in three institutional contexts: in the school education system (Nazarbayev Intellectual Schools, NIS), in higher education (Kazakh National Women's Pedagogical University), and in digital learning environments (Moodle platform). Empirical results confirm significant effects in developing ethical reflection, empathy, resistance to manipulation, moral reasoning, and civic responsibility. A comparative analysis with control groups demonstrates the consistent advantage of axiologically rich instruction over conventional content-based approaches. The scientific novelty of the study lies in the pedagogical transformation of philosophical categories into a value-action model applicable across various formats of educational interaction. The practical significance is reflected in the scalability potential of the model, its adaptability to teacher training programs, digital platforms, and policy strategies aimed at humanizing education. In the long term, this model may serve as a foundation for developing a culturally sensitive, morally responsible, and conceptually coherent system of civic education. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Fostering emotional intelligence and self-regulation in gifted high school students: experimental evidence from a soft skills development program(Frontiers Media, 2026-01-12)Цитирования (OpenAlex) 7