Habaršy. Psihologiâ seriâsy

ISSN

2959-5959

2959-5967

Издатель

Kazakh National Pedagogical University

Ключевые слова

Psychology of Develop...

Student Stress and Co...

Education, Psychology...

Social Skills and Edu...

Child and Adolescent ...

Публикации в журнале

Показано: 1 - 10 из 14

Некоторые метрики заблокированы вашими
настройками согласия
Инклюзивті білім беру жағдайында ағылшын тілі сабағын ұйымдастырудың психологиялық ерекшеліктері
(Kazakh National Pedagogical University, 2026-09-27)
Bakyt Zhigitbekova
;
Нұргүл Али
The article analyzes psychological difficulties that emerge when English language lessons are organized in an inclusive classroom. The study focused on 24 pupils aged 10–12 and examined their classroom participation, language anxiety, self-esteem, and response to teacher support. The theoretical part discusses inclusive education, working memory, the affective filter, foreign language anxiety, and learning motivation. The empirical part is based on classroom observation, a short questionnaire, and a small pedagogical experiment. The findings showed that 54.1% of pupils experienced hesitation during oral responses, while 45.8% had difficulties memorizing new vocabulary. During a four-week intervention, the teacher used positive feedback, differentiated tasks, and small-group cooperation. After the intervention, pupils became more involved in classroom activities and language anxiety decreased. The results suggest that English teaching in an inclusive classroom depends not only on instructional techniques, but also on emotional safety, the way mistakes are handled, and the supportive style of teacher communication.
Некоторые метрики заблокированы вашими
настройками согласия
ЭФФЕКТИВНАЯ ПОЛИТИКА И МЕРЫ ОБЕСПЕЧЕНИЯ ЛИЧНОСТНОГО РАЗВИТИЯ И ПСИХОЛОГИЧЕСКОГО БЛАГОПОЛУЧИЯ УЧАЩИХСЯ: АНАЛИТИЧЕСКИЙ ОБЗОР
(Kazakh National Pedagogical University, 2025-03-01)
M.М. Kнисаринa
;
A.Д Сыздыкбаевa
;
Galiya Bayzhumaevna Sarzhanova
Актуальность исследования обусловлена необходимостью совершенствования образова-тельной политики в области обеспечения личностного развития и психологического благо-получия учащихся в условиях современных вызовов и трансформации образовательных систем. Цель исследования – проведение комплексного анализа эффективных стратегий и подходов, применяемых в различных странах для формирования благоприятной образовательной среды, способствующей личностному развитию и психологическому благополучию обучающихся. Методы исследования включают системный анализ международных стандартов и рекомен-даций, сравнительный анализ национальных образовательных практик, контент-анализ данных Европейского портала информации здравоохранения ВОЗ (19 баз данных и отчетов), методы статистической обработки данных. Результаты: идентифицированы ключевые тенденции в обеспечении личностного роста и психологического благополучия учащихся; выявлены наиболее эффективные программы социально-эмоционального обучения (SEL) и инклюзивного образования; определены факторы успешной реализации психологической поддержки в образовательных учреждениях. Практическая значимость заключается в разработке научно обоснованных рекомендаций по совершенствованию образовательной политики и определении перспективных направлений развития систем психологической поддержки учащихся. Резуль-таты исследования могут быть использованы при разработке образовательных программ и стратегий психолого-педагогического сопровождения обучающихся в школе.
Некоторые метрики заблокированы вашими
настройками согласия
ЖЕТКІНШЕКТІК ШАҚТАҒЫ ДЕВИАНТТЫ МІНЕЗ-ҚҰЛЫҚ ПРЕДИКТОРЛАРЫ
(Kazakh National Pedagogical University, 2026-09-27)
Жупаркул Бейсенова
;
Манзура Мурзабаева
;
Татьяна Жукова
;
Рауза Кашенева
;
Алия Бисенова
In recent decades, there has been an increase in adolescent involvement in deviant behavior. Previous studies have identified various variables that may influence this phenomenon. The purpose of this study was to identify predictors of deviant behavior and its relationship with family satisfaction and personality traits. The study involved 227 individuals aged 12 to 17 years from Almaty schools. The Deviant Behavior Versatility Scale (DBVS) by Sanchez et al. was used. It consists of 19 items describing various types of deviant behavior in adolescents, such as theft, drug and alcohol use, verbal and physical aggression, vandalism, truancy, lying and disobedience to authority figures. Eighty two percent of the 227 participants met the criteria for the deviant behavior scale. Descriptive statistics, regression analysis, Pearson correlation and the Mann-Whitney test were used to analyze the study. The study revealed gender differences in deviant behavior. The results showed that women were more likely to engage in mild forms of deviant behavior, while men were more likely to engage in severe forms of deviant behavior. Furthermore, a negative correlation was found between family satisfaction and deviant behavior. As a personality trait, agreeableness emerged as the most important factor determining deviant behavior in adolescents.
Некоторые метрики заблокированы вашими
настройками согласия
ЖОО-ДАҒЫ ПЕДАГОГИКАЛЫҚ КИКІЛЖІҢДЕРДІ ШЕШУДЕ ДӘСТҮРЛІ МӘДЕНИЕТТІҢ ЖАНАМА ТӘСІЛДЕРІН ҚОЛДАНУДЫҢ ПСИХОЛОГИЯЛЫҚ ЕРЕКШЕЛІКТЕРІН ЭМПИРИКАЛЫҚ ЗЕРТТЕУ
(Kazakh National Pedagogical University, 2026-09-27)
Майра Қуанәлі
;
Cангилбаев Оспан Сейдуллаевич
;
Gulmira Mirkenova
;
Жазира Аубакир
;
Жанар Байкубесова
Currently, the educational process of students is dominated by requests for the use of "indirect methods" of traditional culture in solving pedagogical conflicts. In particular, the use of wise words of the people, proverbs, oratorical sayings, etc. in practice and in everyday life increases the effectiveness of the pedagogical process. This article is devoted to the analysis of the results of an empirical study of psychological characteristics and the influence of traditional cultural means to resolve pedagogical conflicts among students. The main purpose of the article is a theoretical and empirical study of the psychological features of solving pedagogical conflicts by university students using indirect methods of traditional culture. The survey results used in the study substantiate the need to strengthen the role of traditional culture in the educational process and integration into teaching practice, as well as create new opportunities for the development of relationships between teachers and students. In the course of the research, the scientific literature on the problem of pedagogical conflict is theoretically analyzed, its psychological mechanisms and features are identified, and a conceptual model is constructed. In addition, the factors provoking student conflicts and their types were identified. Thus, traditional "indirect" means in Kazakh folk culture were considered as ways of constructive resolution of pedagogical conflicts. The empirical study is devoted to a comparative analysis of the psychological characteristics of students of pedagogical and non-pedagogical specialties of the Kazakh National Pedagogical University named after Abai. According to the initial results of the author’s adapted questionnaire, developed on the basis of I.P. Khromova’s methodology, 57.6% of students reported that instructors “do not use at all” or “rarely use” elements of folk wisdom. Although the majority of teachers adhere to a demanding style (54.1%), they do not use mediation skills in Kazakh ethnopsychology. This situation leads to the low ethnopsychological competence of teachers and the need to introduce indirect methods of traditional culture at the university. The results of the study showed the need for students to effectively resolve pedagogical conflicts in the educational process through the "indirect" methods of traditional culture, as well as the importance of regulating and harmonizing interpersonal relationships. In this regard, we came to the conclusion that in order to prevent pedagogical conflicts arising in universities, the use of "folk wisdom tools" (according to I. P. Khromova) and "indirect" methods is an effective and useful solution.
Некоторые метрики заблокированы вашими
настройками согласия
ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ФОРМИРОВАНИЯ ПРАВОВОГО СОЗНАНИЯ У ДЕВИАНТНЫХ ПОДРОСТКОВ
(Kazakh National Pedagogical University, 2025-06-01)
К.К. Тусубекова
;
А.К. Тусубекова
;
Ж.Ж. Бейсенова
;
Ж.Н. Сабирова
;
И. К. Аманова
Девиантное поведение –нередкое психологическое явление среди юного поколения, которое тем или иным образом отражается на их правосознании.В данной статье рассматри-ваются психологические особенности формирования правового сознания у подростков с девиантным поведением. Целью исследования является анализ факторов, влияющих на право-сознание девиантных подростков, а также выявление их уровня правовой осведомлённости и отношения к правовым нормам. Методологической основой работы послужили теоретический анализ научной литературы, концептуальное разграничение правового сознания и правового нигилизма, а также эмпирическое исследование, проведённое с использованием авторского опросника среди 45 учащихся, включая 20 подростков с девиантным поведением. Результаты показали, что у большинства испытуемых наблюдаются низкий и средний уровни правовой социализации, слабая правовая активность и фрагментарное понимание законов. Выявленные особенности правового нигилизма отражаются в недоверии к правоохранительным структурам и склонности к правонарушениям. Полученные данные подтверждают необходимость разработки комплексных психологических и воспитательных программ для формирования позитивного правового сознания у подростков. Теоретическая значимость работы заключается в уточнении структурных компонентов правового сознания в девиантной группе, а практическая —в возможности применения разработанного инструментария в работе школьных психологов и педагогов. Конкретно говоря, данное научное исследование будет полезно психологам и педагогам, имеющим дело с учащимися подросткового возраста с девиантным поведением.
Некоторые метрики заблокированы вашими
настройками согласия
Психологиялық қауіпсіздік және эмпатия: «Зар заман» поэзиясын оқытуда ЖИ – медиациясының рөлі
(Kazakh National Pedagogical University, 2026-09-27)
Zhanat Ametkhan
;
Malika Ussenova
This study examines the effects of artificial intelligence (AI) mediation on students’ psychological safety, empathic engagement, and understanding of historical and literary texts in the context of teaching Zar Zaman poetry. The theoretical framework integrates the multidimensional model of empathy, the concepts of psychological safety and self-efficacy, and the sociocultural approach to development. The study involved 60 eighth-grade students from two schools in Almaty, Kazakhstan. Using a quasi-experimental design, the participants were assigned to a control group (n=30) and an experimental group (n=30). During the four-week intervention, the control group studied Zar Zaman poetry using traditional instructional methods, whereas the experimental group received traditional instruction supplemented by individual dialogues with generative AI and culturally and historically contextualized prompt engineering. Psychological changes were assessed using the Perspective-Taking and Fantasy subscales of an adapted version of Davis’s Interpersonal Reactivity Index (IRI), a scale measuring anxiety during interaction with AI, and semi-structured interviews. The results indicated a 23% increase in perspective-taking and a 21% increase in fantasy identification in the experimental group, compared with increases of 6% and 5%, respectively, in the control group. Anxiety associated with AI interaction decreased by 42% in the experimental group. Rubric-based assessment of text-analysis skills showed a 21% improvement in the experimental group compared with 6% in the control group. Qualitative analysis revealed tendencies toward greater freedom in expressing personal opinions and emotional reactions during AI-mediated dialogue, increased engagement with the perspective of historical subjects, and stronger connections between the literary text and students’ personal experiences. The findings suggest that AI mediation may provide an additional reflective space that can reduce evaluation-related anxiety and support empathic engagement with historically and culturally situated literary texts. However, given the limited sample size and the characteristics of the psychodiagnostic instruments employed, causal interpretations should be made with caution, and the identified relationships require further examination in larger samples.
Некоторые метрики заблокированы вашими
настройками согласия
БУЛЛИНГКЕ ҰШЫРАҒАН ОҚУШЫЛАРДЫҢ САРАЛАНҒАН ПСИХОӘЛЕУМЕТТІК ЖӘНЕ КОГНИТИВТІ ПРОФИЛЬДЕРІ
(Kazakh National Pedagogical University, 2025-12-31)
Айжан Таджибаева
;
Z.D. Utepbergenova
The aim of this study was to identify and compare the differentiated personality profiles of students involved in bullying situations as victims and aggressors. Bullying is viewed as aggressive behavior characterized by a power imbalance, repetition, and intentional harm, necessitating an analysis beyond a simple aggressor-victim dichotomy. The empirical study involved 71 students from Secondary School No. 66 in Almaty, with a mean age of 15.3 years. The methodology included a theoretical analysis of the literature and empirical methods utilizing the D. Olweus "Bullying" questionnaire and the 14-PF questionnaire. The Olweus diagnostic revealed that 29 students had encountered bullying, with 19 classified as aggressors and 10 as victims. A comparison of the personality profiles of the “Victim” and “Bully” groups, conducted using the Mann-Whitney U-test, successfully identified five statistically significant differences. The Victim profile is characterized by heightened vulnerability in the emotional and regulatory spheres, showing significantly higher sensitivity (I+) and excitability/anxiety (D+), along with low self-control (Q3-) and circumspection (F-). Conversely, the Bully profile demonstrates a combination of external impulsiveness and internal tension. They are significantly more heedless (F+) and practical/realistic (I-). Additionally, they exhibit a high level of self-control (Q3+) and an elevated score on the Neurasthenia/Hamlet Factor (J+), indicating internal discomfort that is likely compensated for by aggressive behavior. Conclusion: Although definitive conclusions on statistical significance are limited by the small sample size, the findings clearly differentiate the personality profiles of bullying participants. Aggressors are impulsive individuals with high internal tension who employ regulated aggression. Victims are sensitive, anxious, and weakly self-controlled individuals. The results affirm the need for targeted, stratified interventions that account for the specific psychological mechanisms underlying each role.
Некоторые метрики заблокированы вашими
настройками согласия
ЕРЕКШЕ БІЛІМ БЕРУ ҚАЖЕТТІЛІКТЕРІ БАР БАЛАЛАРДЫҢ АТА-АНАЛАРЫН ИНКЛЮЗИВТІ БІЛІМ БЕРУ ЖАҒДАЙЫНДА ПСИХОЛОГИЯЛЫҚ СҮЙЕМЕЛДЕУ МӘСЕЛЕЛЕРІ
(Kazakh National Pedagogical University, 2026-03-29)
Kerimbayeva Rysty Kaldyhanovna
;
Айгуль Сыздыкбаева
;
M.P. Ospanbayeva
;
Gaukhar Sanay
;
Ю.Б. Иминова
This article addresses the problem of psychological support for parents of children with special educational needs (SEN) within the context of inclusive education development in Kazakhstan. Despite the normative-legal establishment of inclusive education principles at the state level, there remains a significant deficit of systematized and accessible forms of psychological assistance for families. The absence of adequate psycho-pedagogical support contributes to parental emotional burnout syndrome, destabilization of family relationships, and deterioration of parent-child interactions, thereby undermining the effectiveness of inclusive educational environments. The research methodology is based on a mixed qualitative-quantitative design utilizing questionnaires. The survey of 37 parents of preschool-age children with various categories of SEN identified the most significant psychological difficulties: challenges in accepting the child's developmental characteristics (51.6%), emotional exhaustion and chronic fatigue (43.5%), conflicts in interactions with educational and medical institutions (30.6%), social isolation and family stigmatization (29%). The results demonstrate the need to develop a comprehensive system of psychological support that includes crisis interventions, individual counseling, and distance-based interactive technologies.
Некоторые метрики заблокированы вашими
настройками согласия
ӘСКЕРИ ҚЫЗМЕТКЕРЛЕРДІҢ РЕЗИЛЬЕНТТІЛІК ДЕҢГЕЙЛЕРІ МЕН ЗЕЙІНДІЛІКТЕРІНІҢ ӨЗАРА БАЙЛАНЫСЫН АНЫҚТАУ
(Kazakh National Pedagogical University, 2026-03-29)
Аяужан Шукеева
;
Cангилбаев Оспан Сейдуллаевич
;
Aygul Danikeeva
;
Майра Махаманова
This article provides a comprehensive analysis of the development of resilience as a psychological basis for enhancing attentiveness among military personnel. Under the conditions of modern military service, high psycho-emotional load, chronic stress, extreme working environments, and a high level of professional responsibility significantly affect the stability and concentration of attention. In this context, resilience is defined as an important psychological resource that ensures effective attentional control, stable functioning of cognitive processes under stress, and the maintenance of psychological balance. The study theoretically substantiates and empirically confirms the relationship between resilience and attention. The obtained results are recommended for use in improving psychological training systems, psychological support, and preventive programs aimed at increasing the professional effectiveness of military personnel. Based on the research findings, practical recommendations for developing resilience and attentiveness among military personnel were proposed.
Некоторые метрики заблокированы вашими
настройками согласия
ВЗАИМОСВЯЗЬ СВОЙСТВ ВНИМАНИЯ И КОМПОНЕНТОВ РАЦИОНАЛЬНОЙ ОРГАНИЗАЦИИУЧЕБНО-ПОЗНОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНТОВ УНИВЕРСИТЕТА
(Kazakh National Pedagogical University, 2025-06-01)
Zh.B. Katshibekova
;
С.Б. Малых
;
О. S. Sаngilbayev
;
Т.Е. Берсугирова
;
Л.М. Нуркасинова
В статье обосновывается значимость формирования рациональной организации учебно-профессиональной деятельности студентов с учетом ее сложной структуры и разнообразных форматов организации, что может основываться только на достаточномуровнеразвития когнитивных функций, и, в первую очередь, внимания. Целью исследования явилось эмпири-ческое исследование связи свойств внимания и компонентов рациональной организации учебно-познавательной деятельности студентов университета. Представлена структурная модель рациональной организации учебной деятельности студентов, включающая 3 компонента -организационно-учебный, информационно-учебный, когнитивно-учебный и их показатели. В ходе исследования применялись методы теоретического анализа и моделирования, психологического эксперимента, математической обработки с применением статистического пакета анализа данныхSPSSStatistics.Выявлена взаимосвязь свойств внимания (устойчивость, концентрация, объем, переключение, избирательность, распределение) с содержанием компонентов рациональной организации учебной деятельности студентов. Показана специфика свойств внимания и рациональной организации учебной деятельности направлений профессиональной подготовки «Финансы» и «Психология» и динамика развития в период от 2-го к 4-му курсу обучения в университете. Практическая значимость исследования заключается в возможности организации коррекционной и развивающей психологической поддержки студентов по развитию когнитивных и деятельностных компонентов учебно-профессиональной деятельности с учетом выявленных особенностей и взаимосвязей.

Habaršy. Psihologiâ seriâsy

Фильтры

Настройки

Сортировать по

результатов на странице