Статья 'Ригидность субъектов образования' - журнал 'Психолог' - NotaBene.ru



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Ridigity of Subjects of Education

Kukuev Evgenii Anatol'evich

PhD in Psychology

associate professor of the Department of Developmental and Teaching Psychology at Tyumen State University. 

625003, Russia, Tyumen Region, Krasnina str. 19, ap. 14




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In article results of empirical research of subjects of the education conducted in March-April, 2014 are analyzed. Selection was made by teachers of schools, teachers of higher education institution, graduates of schools, college and higher education institution. As object of research the rigidnost of subjects of education acted. The associativity of concepts openness/closeness – a rigidnost is analyzed. The parallel between openness of the person and his relation to innovations is drawn. On the basis of the dispersive analysis conclusions about a ratio of a rigidnost of teachers and a rigidnost of the being trained are drawn; communication of a rigidnost of subjects of education and the accommodation district (city/village), steps of education (school-college-higher education institution) is investigated. The technique acted as diagnostic tools "A Tomsk questionnaire of a rigidnost of G.V.Zalevsky" (TORZ). This technique allows to draw a conclusion not only on a rigidnost of the person, but also to analyse its compound components. As a whole the analysis is carried out on 8 scales: 1 . Scale of the general rigidnost; 2 . Subscale of an actual rigidnost; 3 . Scale of a sensitive rigidnost; 4 . Scale of an adjusting rigidnost. 5 . Rigidnost scale as states. 6 . Scale of a premorbidny rigidnost. 7 . Reality scale. 8 . Lie scale. Empirical research of a rigidnost of subjects of education allows to draw the following conclusions:1 . On all components of a rigidnost (TORZ) significant distinctions are received. In particular, at teachers level of a rigidnost is higher on four components (from six): general rigidnost (000); actual rigidnost (000); sensitive rigidnost (010); rigidnost as state (000).2 . The Rigidnost of subjects of education isn't connected with the district of their accommodation (city/village).3 . The hypothesis that "the rigidnost of graduates of educational institutions isn't connected with a step of education (school-college-higher education institution)" received confirmation partially. That is, statistically significant distinctions between selections were shown on scales: sensitive rigidnost (043); premorbidny rigidnost (017). Thus, selection "school students" on all scales showed the lowest points on rigidnost components. That on the one hand it is possible to characterize positively: school students are most open for the changes happening in their life. On the other hand, raises a question of influence of post-secondary education on formation of the fixed forms of behavior.Thus it should be noted that this analysis is considered as primary. The received results have to be put in a formulation of the following hypotheses, so and research continuation. Declared system approach demands the analysis of a phenomenon of openness in system of the interconnected features of the person, as allows to come nearer, in particular, to disclosure "the nature and mechanisms of innovative behavior" that is especially important in an education system.

Keywords: system, openness, closedness, ridigity, innovation, subject of education, analysis of variance, innovation, teacher, student
This article written in Russian. You can find full text of article in Russian here .

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