scholarly journals Psychological Separation from Parents as a Condition for the Development of Students' Goal-Setting

2020 ◽  
Vol 12 (1) ◽  
pp. 59-71
Author(s):  
A.V. Litvinova
Keyword(s):  
Goal Setting ◽  
Self Regulation ◽  
Purpose In Life ◽  
Value Orientations ◽  
Psychological Separation ◽  
Operational Characteristics ◽  
Separation From Parents ◽  
Relationship Of ◽  
The Relationship ◽  
Development Of Students

The relevance of studying psychological separation as a condition determining the development of goal setting in students is substantiated. The features of the relationship of psychological separation from parents with goal setting for boys (N=23) and girls (N=42) from complete families are revealed. The study used the questionnaire Psychological Separation Inventory (PSI), an adaptation by V.P. Dzukaeva, T.Yu. Sadovnikov, “Value Orientations” technique by M. Rokich, “Life-Oriented Orientations” test D.A. Leontiev (adapted version of the test “Purpose in life” by J. Krambo and L. Makholik), questionnaire “Style of self-regulation of behavior” V.I. Morosanovoy. The results of a study confirming the presence of specific differences in the components of psychological separation from parents and goal-setting in boys and girls are presented. Boys are distinguished by the leading nature of separation from parents. Psychological separation from parents, in turn, is closely connected with the value-semantic and operational characteristics of goalsetting in boys and girls.

scholarly journals The impact of psychological separation from parents upon goal-setting of students from single-parent families

2020 ◽  
pp. 1-16
Author(s):  
Anna Viktorovna Litvinova
Keyword(s):  
Young People ◽  
Goal Setting ◽  
Self Regulation ◽  
Single Parent ◽  
Life Meaning ◽  
Psychological Separation ◽  
Single Parent Families ◽  
Operational Characteristics ◽  
Separation From Parents ◽  
The Impact

Psychological separation is viewed as a determinant of the development of goal-setting at student age. The subject of this research is the correlation between the characteristics of psychological separation (emotional, functional, attitude, conflict) and goal-setting (value semantic – values-goals, values-means, life-meaning orientations) and operational (system of self-regulation of voluntary activity) levels of young people from single-parent families. Sampling involved 49 students (18 males and 31 females). The following questionnaire-based surveys were used in the course of this research: “Psychological Separation Inventory (PSI)” by J. Hoffman, “Adaptation” by V. P. Dzukaeva and T. Y. Sadovnikova, “Value Orientations” method by M. Rokeach, “Life-Meaning Orientations” test by D. A. Leontyev, “Style of Self-Regulation of Behavior” by V. I. Mirosanova. The author determined valid differences between psychological separation from parents, value-semantic and operational characteristics of goal-setting among young people from single-parent families. The statistically significant correlations of the indicated characteristics are highlighted. The impact of psychological separation from parents upon values-goals and values-means, life strategies and individual characteristics of self-regulation of the activity of young people from single-parent families in the process of setting and achieving the goals, are analyzed in the context of logic of the functional approach of V .K. Shabelnikov. The novelty of this research consists in clarification of the role of psychological separation from parents in development of value-semantic and operational characteristics of goal-setting at student age.

scholarly journals Between children and parents: Housing (in)dependence and “growing up”

Sociologija ◽  
2012 ◽  
Vol 54 (2) ◽  
pp. 263-285 ◽  
Author(s):  
Sladjana Dragisic-Labas ◽  
Milana Ljubicic
Keyword(s):  
Young People ◽  
Functional Independence ◽  
Growing Up ◽  
Life Outcomes ◽  
Physical Separation ◽  
Psychological Separation ◽  
Children And Parents ◽  
Family Narratives ◽  
Separation From Parents ◽  
The Relationship

In this paper we explore the relationship between financial and residential independence of young people and some aspects of their psychological separation from parents. Namely, the adequate psychological separation of the youth from their parents is affected by the characteristics of family dynamics as a whole, by family narratives, and also by the ecosystem conditions (opportunities) for the financial and housing independence from parents. In order to examine these findings, which have been confirmed almost without exception in the foreign literature, we bring young people who live with their parents into the focus of this study, comparing them with their peers who have become independent in this respect. The analysis included a total of 1627 respondents aged 19-35 years, 909 of whom lived with their parents. We were interested in whether there were any significant differences in terms of statistics between these two diverse housing categories of respondents, considering material possibilities of the physical separation and some aspects of psychological separation from parents. These are: emotional, conflicting, and functional independence, and lack of privacy in the family. We obtained the following findings: there are clear differences in some aspects of psychological separation among those young people who continue living at their parents' home and those who chose (had a possibility of) physical separation. These findings must be interpreted from a broader, ecosystem perspective, in anticipation of the possible implications of the overall (non)independence of young people for their life outcomes.

scholarly journals Psychological aspects of the relationship of consciousness mechanisms and individualization of learning

2019 ◽  
pp. 172-185
Author(s):  
A. Guslyakova ◽  
N. Guslyakova ◽  
M. Vetkhova ◽  
V. Kirsanov
Keyword(s):  
Higher Education ◽  
Goal Setting ◽  
Historical Aspects ◽  
Professional Activities ◽  
Joint Activities ◽  
Form Of Life ◽  
The Subject ◽  
Relationship Of ◽  
Social Uncertainty ◽  
The Relationship

The article covers the problem of the relationship of teacher’s consciousness and the individualization of learning. Special attention is paid to the historical aspects of the problem of individualization of education and its various interpretations in the works of researchers. It is shown that today the situation of social uncertainty, which requires a person to constantly choose a social position, action, way of achieving their goals, stands behind the problem of educational individualization. The professional consciousness of the teacher is considered as a form of life of the subject, providing a solution to professional problems in the process of teaching. Taking into account the relationship between consciousness and the individualization of learning, the authors show how this problem is resolved when the reflection and goal-setting mechanisms are included in the paradigm of joint activities between a teacher and a student, ensuring the development of professional and pedagogical consciousness at the stage of higher education. Thus, educational and professional activities and mechanisms for the development of consciousness of subjects of activity, conditioning each other, find their place in the context of solving problems of implementing the individualization of learning of the subject (child).

Attentional Control and Retrieval Induced Forgetting Self-regulation Perspective

2013 ◽  
Vol 44 (1) ◽  
pp. 56-69 ◽  
Author(s):  
Alina Kolańczyk ◽  
Marta Reszko ◽  
Paweł Mordasiewicz
Keyword(s):  
Attentional Control ◽  
Self Regulation ◽  
Affective Priming ◽  
Future Research ◽  
Goal Maintenance ◽  
Independent Variable ◽  
Induced Forgetting ◽  
Relationship Of ◽  
The Relationship

Abstract Retrieval Induced Forgetting (RIF) refers to the finding that the retrieval of some items from memory (RP+) impairs the retrieval of related items (RP-). The RIF effect is indicated by a comparison of RP- with unrelated but also tobe- remembered items (NRP). Since RIF appears during intentional memorizing of words, therefore we checked whether it depends on attentional control (AC) involved in goal maintenance, and also if implicit evaluations of to-be-remembered (RP) contents moderate this process (causing e.g. inhibition). In three experiments, each including AC as the independent variable, we found AC to be related to the RIF effect. Only high but not low AC subjects showed the presence of RIF. The results of the affective priming procedure showed that implicit evaluations of NRP items moderate the relationship of high AC and the RIF effect. The explanation why temporarily devaluated NRP could enhance the RIF effect and suggestion concerning future research summarize the article.

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