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PROFESSIONAL-RESEARCH THINKING OF THE FUTURE EDUCATIONAL PSYCHOLOGIST: CONCEPT AND STRUCTURE
Автор(ы)
Дата публикации
30 июня 2026 г.
Тип
journal article
Выпуск
3
Первая страница
41
Последняя страница
54
ISSN
1991-3494
Аннотация
The article theoretically substantiates and empirically analyzes the professional-research thinking of future educational psychologists as a key condition for their successful preparation. The aim of the study is to identify the structural components of this type of thinking - cognitive, analytical, prognostic, creative, and value-motivational and to assess the degree of their manifestation among first- and second-year students majoring in “Pedagogy and Psychology”. The empirical base comprises a survey of 56 students of the Kazakh National Women’s Pedagogical University aimed at diagnosing cognitive motivation, readiness for independent inquiry, group interaction, resilience to failure, and research initiative. The results indicate high cognitive motivation (82% enjoy learning new things), a pronounced orientation toward active forms of learning (about 76% prefer independent analytical and research activities; 79% choose independent research over passive listening), the formation of the communicative component (68% feel comfortable working in groups), and a focus on solution quality (over 70% prefer seeking the optimal solution rather than completing tasks as quickly as possible; 61% declare a preference for the “best way”). A total of 72% demonstrate reflexivity and perseverance (making repeated attempts after failure); however, 28–30% report difficulties in formulating and presenting their own ideas, which indicates a deficit in research initiative and in problem-posing skills. The scientific novelty of the work lies in refining the conceptual-structural model of professional-research thinking as applied to the training of educational psychologists at the early stages of study, as well as in the empirical description of students’ profiles of research qualities. The practical significance is in substantiating a set of pedagogical conditions and methods (project-based research tasks, work in academic groups, problem-based and case-based learning, pedagogical modeling, and reflective practices) aimed at the purposeful development of a research culture - above all, the ability to formulate questions, propose hypotheses, and present results with sound argumentation.
Области науки (FoS)
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Название
W7166870322.pdf
Описание
Полный текст в открытом доступе, лицензия cc-by-nc; источник: https://journals.nauka-nanrk.kz/bulletin-science/article/download/8217/5615
Размер
2,18 MB
Формат
Adobe PDF
Контрольная сумма
(MD5):ccc6a6f30d9393b2c6ac8167648419af