1

2009


.......................................................................................................................................

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

. .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

. .


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

. .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

. .
 
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

. . , . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

. .
: . . . . . . . 48

. .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

. .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

. . , . . , . .
. . . . . . . . . . . . . . . . . . . . . . 72

. .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

. .

 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

. .
. . . . . . . . . . . . . . . . . . . . . . . . 98

Contents
.......................................................................................................................................

FROM THE EDITORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Psychology at school
O. E. Khukhlayev
ETHNIC ATTITUDES OF MOSCOW HIGHSCHOOL STUDENTS IN COEDUCATION
WITH MIGRANTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

V. A. Ilyin
A COMPARATIVE STUDY OF THE PSYCHOSOCIAL DEVELOPMENT OF STUDENTS
IN SENIOR HIGHSCHOOL CLASSES AND FRESHMEN STUDENTS IN HIGHER EDUCATIONAL
INSTITUTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

P. P. Astreyko
TEMPORAL ORGANIZATION OF SELF IMAGE IN JUNIOR TEENAGERS WITH INTELLECTUAL
DISABILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

N. I. Novozhilova
SOCIOPSYCHOLOGICAL CHARACTERISTICS OF MODERN CHILDREN'S AND YOUTH
ORGANIZATIONS PSYCHOLOGY AT THE UNIVERSITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Psychology at the university

G. P. Loginova, V. V. Ponomareva
THE ROLE OF EMPIRICAL AND THEORETICAL THINKING IN THE PROCESS OF TEACHING
APPLIED PSYCHOLOGISTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

O. I. Shcherbakova
CONFLICT MANAGEMENT TRAINING: CONTEXTUAL APPROACH . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

D. R. Merzlyakova
SYNDROME OF PROFESSIONAL BURNOUT AND TEACHER'S METAINDIVIDUALITY . . . . . . . . . . 55

I. U. Yushvaeva
DEVELOPMENT OF PROFESSIONAL STANDARDS OF PSYCHOLOGY STUDENTS
IN THE PROCESS OF EDUCATION IN A UNIVERSITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

N.G. Garanyan, D. A. Andrusenko, I. D. Hlomov

PERFECTIONISM AS A FACTOR OF STUDENT DISADAPTATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

V. N. Kosyrev
STUDENT SELFCHANGE DURING THE ACTIVITY OF MASTERING THE CULTURE
OF ACADEMIC WORKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

N. V. Nozikova
THE FORMATION OF FAMILY AND PARENT ORIENTATION IN FEMALE STUDENTS . . . . . . . . . . . . . 90

Useful material for psychologists

L. M. Shishlyannikova
APPLICATION OF CORRELATION ANALYSIS IN PSYCHOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


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2325 2008 .: 2 . . 1 / . .
. . . , 2008.
7. . ., . . 
 
: // .
2008. 3, 4 ( ).
8. Maisonneuve C., Teste B. Acculturation
preferences of a host community: The effects of
immigrant acculturation strategies on evaluations
and impression formation // International Journal
of Intercultural Relations. 31 (2007). 669688.
9. Pettigrew T. F. Future directions for intergroup
contact theory and research // International
Journal of Intercultural Relations. 32 (2008).
187199.

 , 2009, 1
........................................................................................................................................

Ethnic attitudes of Moscow high3school students

in co3education with migrants
O. E. Khukhlayev,
PhD in Psychology, Head of the Ethnopsychology and Psychological Problems
in Polycultural Education Chair, Department of Social Psychology,
Moscow State University of Psychology and Education
This article describes the impact of education in schools with a special edu
cational center for cultural and linguistic adaptation of migrant children
"School of Russian Language" on Moscow adolescents. To identify the eth
nic attitudes (the object of which is the phenomenon of "nationality" in the
current Russian public discourse is synonymous of "ethnicity") we used the
"Scale of ethnic attitudes" (O. E. Khukhlaev, I. M. Kuznetsov, N. V. Tka
chenko). Research was carried out on 511 people, students of senior clas
ses of secondary schools in Moscow and Armavir, schools with ethnocul
tural component, "cadet" schools and students of two Moscow schools
with a special unit for the training of migrants ("The School of Russian
Language"). Results indicate that joint education with migrants (with a run
ning special unit in the school the "School of Russian Language") influ
ences ethnic attitudes of the highschool students.
Keywords: nationalism, ethnic attitudes, psychology of migration, accultura
tion, intercultural communication.

References
1. Andreeva G. M. Social'naya psihologiya.
M.,1994.
2. Koroteeva V. V. Teorii nacionalizma v zaru
bezhnyh social'nyh naukah. M., 1999.
3. Kuznecov I. M. Perspektivy primeneniya re
zul'tatov nauchnyh issledovanii v praktike soci
al'nogo upravleniya migracionnymi processami //
Vserossiiskii forum "Zdorov'e nacii osnova
procvetaniya Rossii": Tezisy dokladov. M., 2006.
4. Nasledov A. D. Matematicheskie metody psi
hologicheskogo issledovaniya. SPb., 2007.
5. Nuzhny li immigranty rossiiskomu obshestvu?
M., 2006.
6. Huhlaev O. E. Nacionalizm v social'nopsiho
logicheskom diskurse // Aktual'nye problemy
etnopsihologii v kontekste kul'turnoekonomiche
skogo sotrudnichestva so stranami Aziatsko

Tihookeanskogo regiona: Sb. statei mezhdunar.

nauchnprakt. konf. 2325 maya 2008 g.: V 2 t.
/ Pod. red. R. D. Sanzhaevoi. Habarovsk, 2008.
7. Huhlaev O. E., Kuznecov I. M. Nacionalizm
kak social'nopsihologicheskii fenomen: k posta
novke voprosa // Akmeologiya. 2008. 3, 4
(v pechati).
8. Maisonneuve C., Teste B. Acculturation
preferences of a host community: The effects of
immigrant acculturation strategies on evalua
tions and impression formation // International
Journal of Intercultural Relations. 31 (2007).
669688.
9. Pettigrew T. F. Future directions for intergroup
contact theory and research // International
Journal of Intercultural Relations. 32 (2008).
187199.

13

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.
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........................................................................................................................................

1. . . ., 2004.
2. . . 


// 
. 2007. 5.
3. . . 


22

// . 2007. 2.
4. . .
. , 2007.
5. . : .
., 2006.
6. Erikson E. The life cycle completed N.Y.,
1982.

 , 2009, 1
........................................................................................................................................

A comparative study
of the psychosocial development
of students in senior high3school classes
and freshmen students
in higher educational institutions
V. A. Ilyin,
PhD in Psychology, Associate Professor, Professor, Psychology of Management
Chair, Department of Social Psychology, Moscow State University of Psychology
and EducationPsychology, Moscow State University of Psychology and Education
The article presents results of the study that indicate that currently a large
part of Russian schoolchildren has serious deformations in psychosocial
development. Some of them get successfully corrected on the stage of goal
oriented preparation for the entrance to university. Rationale for the necessi
ty of increasing attention to implementing a developing function by the mid
dle school in the course of reforming the educational system is provided, as
well as a number of scientific and practical recommendations aimed at
addressing this problem are proposed.
Keywords: psychosocial development, basic conflict, epigenetic relevance.

References
1. Gudkov L. Negativnaya identichnost'. M.,
2004.
2. Erasova N. Yu. Stanovlenie professional'noi
identichnosti individa v kontekste psihosocial'no
go podhoda k probleme razvitiya / Psihologiche
skaya nauka i obrazovanie. 2007. 5.
3. Il'in V. A. Ispol'zovanie psihosocial'nogo pod
hoda dlya izucheniya social'nopsihologicheskih

problem sovremennogo obshestva / Voprosy psi

hologii. 2007. 2.
4. Il'in V. A. Tendencii psihosocial'nogo razvitiya
v rossiiskom obshestve. Ufa, 2007.
5. Erikson E. Identichnost': yunost' i krizis. M.,
2006.
6. Erikson E. The life cycle completed N.Y.,
1982.

23

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 , 2009, 1
........................................................................................................................................

Temporal organization of Self image in junior teenagers

with intellectual disabilities
P. P. Astreyko,
PhD student, Psychology Chair, Department of Philosophy and Social Sciences,
Belarus State University
This study is devoted to the Self image through a subject's notion of own vari
ability over time. The article presents results of the empirical study on the
temporal organization of the Self in normal adolescents 1214 years and with
mental retardation. Structural types of selfesteem and their content charac
teristics were identified.
Keywords: selfesteem, selfconsciousness, Self image, adolescence, men
tal retardation.

References
1. Alekseev V. A. Razvitie samosoznaniya na
rubezhe podrostkovogo i yunosheskogo vozrasta.
M., 1985.
2. Biryukevich E. A. Razvitie obraza ya u detei pri
perehode ot starshego doshkol'nogo k mladshemu
shkol'nomu vozrastu. Dis. ... kand. psihol. nauk.
Brest, 2001.
3. Vygotskii L. S. Soznanie kak problema psihologii
povedeniya // Sobr. soch. T. 1. M., 1982.
4. Gaurilyus A. I. Vozrastnaya dinamika pred
stavlenii uchashihsya vspomogatel'noi shkoly o
sebe i odnoklassnikah v sisteme mezhlichnostnyh
otnoshenii. Dis. ... kand. psihol. nauk. Minsk, 1998.
5. Gutkina N. I. Lichnostnaya refleksiya kak odin iz
mehanizmov samosoznaniya // Formirovanie lich
nosti v perehodnyi period ot podrostkovogo k
yunosheskomu vozrastu. M., 1987.
6. Gutkina N. I., Prihozhan A. M. Osobennosti
samosoznaniya // Formirovanie lichnosti v perehod
nyi period: Ot podrostkovogo k yunosheskomu
vozrastu. M., 1987.
7. Isaev D. N. Umstvennaya otstalost' u detei i
podrostkov. SPb., 2003.
8. Kolominskii N. L. Samoocenka i uroven' pritya
zanii uchashihsya starshih klassov vspomogatel'

noi shkoly v uchebnoi deyatel'nosti i mezhlichnost

nyh otnosheniyah. Dis. ... kand. psihol. nauk.
Minsk, 1972.
9. Lubovskii V. I. Psihologicheskie problemy diag
nostiki anomal'nogo razvitiya detei. M., 1989.
10. Prihozhan A. M. Analiz soderzhaniya obraza Ya
v starshem podrostkovom vozraste u uchashihsya
massovoi shkoly i shkolyinternata // Vozrastnye
osobennosti psihicheskogo razvitiya detei. M.,
1982.
11. Prihozhan A. M., Vohmyanina T. V., Dvoinis
hnikov V. A. Predstavlenie o zhizni v risunkah i samo
soznanie podrostkov i starsheklassnikov // Psihologi
cheskii monitoring detei, roditelei i uchitelei v raionah
radiacionnogo zagryazneniya. Vyp. 2. M., 1996.
12. Slepovich E. S., Gavrilko T. I., Polyakov A. M.
Psihologiya rebenka s anomal'nym razvitiem kak
praktika psihologii Vygotskogo: podhody k postro
eniyu i translyacii // Psihologicheskaya praktika:
Problemy i perspektivy. Minsk, 2002.
13. Sokolova E. T. Samosoznanie i samoocenka
pri anomaliyah lichnosti. M.,1989.
14. Chesnokova I. I. Osobennosti razvitiya samo
soznaniya v ontogeneze // Princip razvitiya v psi
hologii. M., 1977.

31

.
.
........................................................................................................................................

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, 2006.

5. /
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6. : 
: 2 / . .
. . , . . . ., 2000.
7. . . 

: . . . ., 1979.
8. Rubini M., Graziani A. R., Palmonari A. Why
adolescent groups are not all alike: the role of
group functions. (2005) Abstracts of 14th
International Meeting of EAESP, Wzburg.

39

.
.
........................................................................................................................................

Socio3psychological characteristics of modern children's

and youth organizations
N. I. Novozhilova,
PhD Student, Theoretical Basis Chair, Department of Social Psychology,
Moscow State University of Psychology and Education

The aim of the current sociopsychological research was been to explore the
system of interpersonal relations in modern youth organizations. The study
applied a standardized set of sociopsychological methods and techniques.
Results indicate that modern children's and youth organizations have a
number of sociopsychological features associated both with the processes
of differentiation (the formation and development of status structures) and
with the processes of integration (common values, proclaimed as the values
of the organization, aspiration for social interaction, and collaboration).
Keywords: children's and youth organizations, interpersonal relations,
leader, outsider, middle status member of the group, emotional, reference
scaled, imperative intragroup structures, differentiation, integration and
cohesion.

References
1. Detskoe dvizhenie: slovar'spravochnik / Red.
sost. T.V. Truhacheva. M., 1998.
2. Kondrat'ev M. Yu. Podrostok v zamknutom
kruge obsheniya. M., 1997.
3. Kuz'mina Z. V. Sootnoshenie sociometriche
skih i referentometricheskih vyborov // Problemy
kommunikativnoi i poznavatel'noi deyatel'nosti
lichnosti. Ul'yanovsk, 1981.
4. Mal'ceva E. A. Detskaya obshestvennaya
organizaciya kak prostranstvo social'nogo vospi
taniya podrostkov: Avtoref. dokt. diss. Izhevsk,
2006.

40

5. Psihologicheskaya teoriya kollektiva / Pod red.

A. V. Petrovskogo. M., 1979. Sociokinetika.
Kniga o social'nom dvizhenii v detskoi srede:
V 2h chastyah / Sost. i red.: T. V. Truhacheva,
A. G. Kirpichnik. M., 2000.
6. Shedrina E. V. Issledovanie yavleniya refe
rentnosti v sisteme mezhlichnostnyh otnoshenii:
Avtoref. kand. dis. M., 1979.
7. Rubini M., Graziani A. R., Palmonari A. Why
adolescent groups are not all alike: the role of
group functions. (2005) Abstracts of 14th Inter
national Meeting of EAESP, Wrzburg.


........................................................................................................................................

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46

7. . . 
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 , 2009, 1
........................................................................................................................................

The role of empirical and theoretical thinking in the process

of teaching applied psychologists
G. P. Loginova,
PhD in Psychology, Professor, Developmental Psychology Chair, Department of
Psychology of Education, Moscow State University of Psychology and Education

V. V. Ponomareva,
Head of the Library Department,
Moscow State University of Psychology and Education
This article is devoted to the problem of determining the relevant profes
sional qualifications required for applied psychologist. The study was con
ducted in two stages. The first stage identifies what kind of thinking con
tributes to the professional development of the applied psychologists the
most theoretical or empirical. On the next stage a comparative analysis
of conflict resolution style among students with different types and levels
of thinking development was carried out. Results indicate that theoretical
type of thinking shaping in the process of professional training is closely
linked with the development of such an adequate for a professional psy
chologist behaviour strategy in the conflict as "Cooperation".
Keywords: professional training, thinking type, proficiency, behaviour strate
gies.

References
1. Atahanov R. Matematicheskoe myshlenie i
metodiki opredeleniya urovnya ego razvitiya /
Pod red. V. V. Davydova. M.Riga, 2000.
2. Akimova M. K., Kozlova V. T., Ferens N. A. Teo
reticheskie podhody k diagnostike prakticheskogo
myshleniya // Voprosy psihologii. 1999. 1.
3. Vasilyuk F. E. Ot psihologicheskoi praktiki k
psihotehnicheskoi teorii // Moskovskii psihotera
pevticheskii zhurnal. 1992. 1.
4. Granovskaya L. N. Primenenie kolichestvennyh
metodov k analizu vozrastnoi izmenchivosti vza
imosvyazei intellektual'nyh funkcii vzroslyh: Avto
ref. diss. ... kand. psihol. nauk. Leningrad, 1973.
5. Gurevich K. M. Problemy differencial'noi psi
hologii: izbrannye psihologicheskie trudy. M., 1998.
6. Davydov V. V. Problemy razvivayushego
obucheniya. M., 1986.

7. Klimov E. A. Psihologiya professional'nogo

samoopredeleniya. M., 2004.
8. Leont'ev A. N. Deyatel'nost', soznanie, lich
nost'. M., 2003.
9. Markova A. K. Psihologiya professionalizma.
M., 1996.
10. Psihologicheskaya diagnostika: Uchebnoe
posobie / Pod red. K. M. Gurevicha i E. M. Bori
sovoi. M., 1997.
11. Psihologicheskii slovar' / Pod red A. V. Pet
rovskogo, M. G. Yaroshevskogo. M., 1990.
12. Ponomarev Ya. A. Znaniya, myshlenie i um
stvennoe razvitie. M., 1967.
13. Pryazhnikov N. S. Professional'noe i lichnost
noe samoopredelenie. M., 1996.
14. Prakticheskaya psihodiagnostika / Pod red.
D. Ya. Raigorodskogo. Samara, 2002.

47

.
.
........................................................................................................................................

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10. . ., . . 
: . ., 2002.

11. . .
. ., 2005.
12. . . 
. .,
2006.
13. . . //
. 2003. 6.
14. . 
. ., 1994.
15. . . 
. . ., 2007.
16. / . ,
. . ., 2003.
17. ., . 
. ., 2002.
18. . .
. ., 2003.
19. DePree M. Leadership Jazz: The Art of
Conducting Business through Leadership,
Followship, Teamwork, Touch, Voice. N.Y.,
1993.

53

.
.
........................................................................................................................................

Conflict management training: contextual approach

O. I. Shcherbakova,
PhD in Education, Associate Professor, Psychology Chair, G. V. Plekhanov Russian
Academy of Economics
The article analyzed the context aspect of conflict management training of
modern professionals. It is noted that the effectiveness of conflict manage
ment is largely determined by ability of being aware and take into account
many contexts in which conflicts occur. The following examples of contexts
where conflicts occur are presented: crosscultural, spatialtemporal, intra
personal, developmental, gender, and communicative.
Keywords: conflict management, conflict, context.

References
1. Ancupov A. Ya. Profilaktika konfliktov v shkol'
nom kollektive. M., 2004.
2. Ancupov A. Ya., Baklanovskii S. V. Konflik
tologiya v shemah i kommentariyah. SPb.,
2005.
3. Ancupov A. Ya., Shipilov A. I. Konfliktologiya.
M., 2004.
4. Bogdanov E. N., Zazykin V. G. Psihologiya lich
nosti v konflikte. SPb., 2004.
5. Verbickii A. A. Novaya obrazovatel'naya para
digma i kontekstnoe obuchenie. M., 1999.
6. Evtihov O. V. Trening liderstva: Monografiya.
SPb., 2007.
7. Emel'yanov S. M. Praktikum po konfliktologii.
SPb., 2001.
8. Zimmel' G. Sociologiya konflikta. M., 1909.
9. Kashapov M. M. Teoriya i praktika resheniya
konfliktnyh situacii. M.Yaroslavl', 2003.
10. Krol' L. M., Mihailova E. L. Trening trenerov:
kak zakalyalas' stal'. M., 2002.

54

11. Leonov N. I. Konflikty i konfliktnoe povedenie.

SPb., 2005.
12. Morozova G. B. Psihologicheskoe sopro
vozhdenie organizacii i personala. SPb., Rech',
2006.
13. Mudrik A. O. kommunikativnoi kul'ture // Di
rektor shkoly. 2003. 6.
14. Mei R. Iskusstvo psihologicheskogo konsul'
tirovaniya. M.,1994.
15. Petrovskaya L. A. Obsheniekompetentnost'
trening. Izbrannye trudy. M., 2007.
16. Psihologiya lichnosti / Dzh. Karpara, D. Ser
von. SPb., 2003.
17. Rodzhers K., Fraiberg D. Svoboda uchit'sya.
M., 2002.
18. Hasan B. I. Konstruktivnaya psihologiya kon
flikta / B. I. Hasan. SPb., 2003.
19. DePree M. Leadership Jazz: The Art of Con
ducting Business through Leadership, Follow
ship, Teamwork, Touch, Voice. N. Y., 1993.

 , 2009, 1
........................................................................................................................................

. .,
, 




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K. Levin, R. Lippit, . White). 




. ,




.


*sagitova_77@mail.ru

55

.
.
........................................................................................................................................
(. . , . . 
, . . , . . ,
. . , . . , . . 
, H. J. Freundenberger, C. Maslach) 
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2005; . ., 1986; . .,
1992).
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3

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32,9

19,1

27,3

43,7

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1,4

4,4

0,05

0,06

0,05

0,05

58

3
n = 16
n = 15

 , 2009, 1
........................................................................................................................................


:


(n = 14) (n = 336);


(n = 16) (n = 384);


(n = 15) (n = 360).

. 
.



U 

, 

.

: (U = 41452,
p 0,01); 
(U = 45772,5, p 0,01); 
(U =
= 44659,5, p 0,01);
(U = 43575,5, p 0 ,01); 
(U = 37035, p 0,01);

(U = 33302,5, p 0,01);
(U = 46134,5,
p 0,01);
(U = 40436,5, p 0,01).




:
(U = 54640, p 0,01); 
(U = 48531,
p 0,01);
(U = 43685,5, p 0,01); 
(U = 41505,5, p 0,01).


(U = 49592,
p 0,01). , 


(U = 50325,50, p 0,01), 
(U = 51186,5, p 0,01)

(U = 51436, p 0,01).

ANOVA



:
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;

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:
;
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,
 
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1. 

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59

.
.
........................................................................................................................................
, 
, 


.
3. ,
 

, 
, 
, 

,

.

1. . . 
: . .; ,
2002.
2. . . :
. ., 1996.
3. . ., . . 
: 
. ., 2005.
4. . .
//
. 2001. 3.

60

5. . .
:
. ., 2005.
6. . . 
. ., 1986.
7. . 
. ., 2004.
8. . . 

. . . . 
. , 1992.

 , 2009, 1
........................................................................................................................................

Syndrome of professional "burnout"

and teacher's metaindividuality
D. R. Merzlyakova,
PhD in Psychology, Senior Lecturer, Psychology and Special Education Chair,
Institute of Qualification Raising and Further Training for Educational Workers of UR.

The article identifies the impact of elementary school teacher's professional

"burnout" on personality characteristics and success of young schoolchil
dren study activity. The following personality characteristics of pupils in pri
mary classes were considered: selfattitude, school anxiety, school motiva
tion.
Keywords: professional burnout, metaindividuality, junior schoolchild.

References
1. Baranov A. A. Stresstolerantnost' pedagoga:
teoriya i praktika. M., 2002.
2. Boiko V. V. Energiya emocii v obshenii:
vzglyad na sebya i na drugih. M., 1996.
3. Vodop'yanova N. E., Starchenkova E. S.
Sindrom vygoraniya: diagnostika i profilaktika.
SPb., 2005.
4. Vyatkin B. A. Metaindividual'nost' i ee proyav
leniya u uchitelei nachal'nyh klassov // Voprosy
psihologii. 2001. 3.

5. Dorfman L. Ya. Metodologicheskie osnovy

empiricheskoi psihologii: ot ponimaniya k teh
nologii. M., 2005.
6. Merlin V. S. Ocherk integral'nogo issledova
niya individual'nosti. M., 1986.
7. Mitina L. M. Psihologiya truda i professional'
nogo razvitiya uchitelya. M., 2004.
8. Subbotin S. V. Ustoichivost' k psihicheskomu
stressu kak harakteristika metaindividual'nosti
uchitelya. Dis. kand. psihol. nauk. Perm', 1992.

61

.
.
........................................................................................................................................

3
*

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, 
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(. . , . . ,
. . , . . ), 

* ,
. . .
** Irina_84@list.ru

62

 , 2009, 1
........................................................................................................................................


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, 1979. . 2042.
64

 , 2009, 1
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66

 , 2009, 1
........................................................................................................................................
,

, 3
3,
, 
.
, 
,

c NP (r = 0,436;
p 0,043).

, 


(r = 0,617; p 0,002).

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(r = 0,544; p 0,003).

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.
........................................................................................................................................
2



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1

2

3

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33%

28%

31%

16%

. 2,
K


35 %, 33 %. 
31 %, 
28 %. 
K = 16 %.


, 

, 

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,
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 , 2009, 1
........................................................................................................................................
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5. . . 
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7. . . 

//
. ., 1979.
8. Group Norms, Threat, and Children's Racial
Prejudice Child Development. 2005.

1. . .
. ., 2001.
2. . . : 
 // 
. 2000. 5.
3. . . . ., 2000.
4. . ., . . 
. ., 2007.

69

.
.
........................................................................................................................................

. 1. ,
,

. 3. ,
,

70

. 2. ,
,

. 4. ,
,

 , 2009, 1
........................................................................................................................................

Development of professional standards of psychology

students in the process of education in a University
I. U. Yushvaeva,
PhD Student, Social Psychology of Development Chair, Department of Social
Psychology, Moscow State University of Psychology and Education

The article presents results of an experimental study on professional stan

dards development of psychology students in the process of education in a
Pedagogical University. Analysis of students' professional activity was car
ried out. Attitude of psychology students to their profession is shown.
Patterns of student behavior in the specified educational situations are iden
tified. Diagnosis was performed using questionnaire "It's not a standard",
sociometric technique and reference scaling, and "Four educational situa
tions" method. The results indicate that transition from school to university
type of interaction is accounted for by mastering the professional standards.
As a result level of professional orientation and activity awareness of stu
dents increases.
Keywords: professional standards, the social situation of development,
education, professional identity, educational situations.

References
1. Bozhovich L. I. Problemy formirovaniya lich
nosti. M., 2001.
2. Veraksa N. E. Lichnost' i kul'tura: strukturno
dialekticheskii podhod // Voprosy psihologii.
2000. 5.
3. Vygotskii L. S. Psihologiya. M., 2000.
4. Kondrat'ev M. Yu., Il'in V. A. Azbuka social'no
go psihologapraktika. M., 2007.
5. Leont'ev A. N. Lekcii po obshei psihologii. M., 2001.

6. Lisina M. I. Problemy ontogeneza obsheniya.

M., 1986.
7. Petrovskii A. V. Vozniknovenie i sushnost' strato
metricheskogo podhoda k psihologii kollektiva //
Psihologicheskaya teoriya kollektiva. M., 1979.
8. erry D. J.& Hogg M. A. Group norms and atti
tude behavior relationship: A role for group
identification. Personality and social Psychology
Bulletin. 2001. V. 234.

71

.
. , . . , . .
........................................................................................................................................

. .,
,



. .,



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[4]; [5].



[1]; [7]. 
, 

* 
(
, 70; 080600767).
** garanian@mail.ru
*** Dmitry.Andrusenko@cchellenic.com
**** kidw@bk.ru

72

 , 2009, 1
........................................................................................................................................

2030 % [8]. 
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309


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290
( 17,5 , SD = 1,5;
214 , 76 ).


.
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(Beck Depression Inventory, BDI) 
. . . 


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: 9 
; 1018 
; 1929 
; 3063
. 

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.
. (Beck
Anxiety Inventory, BAI),
21
. 

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2 ,

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3 . 

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; 48 ;
918 ;
1963 .

.
3
. (Test Anxiety Scale,
C. Sarason, TAS).
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( 
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3
(Social Avoidance and Distress
Scale, Watson, Friend, SADS).
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14 . 
( 
 0,94)  
(0,680,79). 
.
3
(Inventory of College
Student's Recent Life Experiences, Kohn,
Lafreniere, Gurevich, ICSRLE). 
49 

 , 2009, 1
........................................................................................................................................
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2 ,
3 ). 



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(
 0,6038 0,7855; 
Guttman Splithalf 0,8835),
 (
rSpearmen 0,523 0,795) [10].



. (Procrastination Scale for
student population, S. Lay, PSS)
(Gene
ral Procrastination Scale, B. Tuckman, TGPS).
20 

. 
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1 5, 1
, 5

. 16 

. 
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5 (1
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).
(
0,86). 
( ), 
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SPSS for Windows, Standard Version 12.



( Z, 
, = 0,564, asymp. Sig. = 0,908).

( 64 , 33 
), ( 65 80 ,
3366 ) (
81 , 66 )
. 
3 
, 
(. 1).



1 (U = 2736,500; p < 0,001)
2 (U = 1796,500; p < 0,001).


1 %,
8 %,
27 %. 


3
1 (U = 3253,500;
p < 0,001). 

3 1
(U = 2009,000; p < 0,001) 2
75

.
. , . . , . .
........................................................................................................................................
1
,

N = 290

13 (N = 99) 2 (N = 94) 33 (N = 97)

(BDI)

(BAI)

(BDI)

(TAS)

(ICSRLE)


(SADS)

5,72

10,07a

15,16b,c

SD

4,98

6,60

9,91

5,51

10,27a

14,76b,c

SD

7,05

10,37

10,96

0,07

0,23a

0,38b

SD

0,25

0,56

0,69

10,95

15,56a

18,90b,c

SD

4,96

6,47

6,80

82,03

88,96a

97,95b,c

SD

17,71

18,33

26,90

2,32

2,71a

4,53b,c

SD

3,14

2,42

3,65

M ; SD ;
( ); b

( ); c
( ).

(U = 3331,500; p = 0,001). 

1 
24,2 %, 2 40 %, 
65 %.




1 (U = 2996,000;
p < 0,001) 2 (U = 3563,500;
p = 0,009). 

( 96 ) 

76

1 20 %, 2 30,9 %,
3 48,2 %.



15 , ,
, 
. 

1 2 
(U = 1666,000; p < 0,001; U = 3254,000;
p = 0,001 ). 20,8 % 
1 

( 15 ), 2

 , 2009, 1
........................................................................................................................................
47 %, 3
65 %.

:


, 1 (U =
= 3008,000; p < 0,001) 2 (U =
= 326,500; p = 0,003).



(r = 0,497;
p < 0,01; BDI), 
(0,211; p < 0,01; BDI),
(0,342; p < 0,01; BAI),
(0,256; p < 0,01;
ICSRLE), (0,481; p < 0,01;
TAS) (0,341;
p < 0,01; SADS).

. 2.


. 

( 
) 3

,
;

(U
=
= 4181,000; p = 0,118; U = 4442,500;
p = 0,760, ). 

3


(U = 2988,000; p < 0,001).



1
(U = 3303,500; p < 0,001).
2 

(U = 3917,000; p = 0,090).
SADS 



1 (U = 2968,000;
p < 0,001) 2 (U = 5330,000;
p = 0,007). 

( 14 ), 

N = 290

13 (N = 99) 23 (N = 94) 33 (N = 97)

(PSS)

(TGPS)

(SADS)

c
(SADS)

57,91

59,69

61,06

SD

11,13

10,97

10,70

42,29

46,57a

50,31b

SD

12,48

10,38

12,30

4,78

5,78a

8,40b,c

SD

5,22

4,21

5,88

2.46

3,1a

3,38b

SD

2,48

2,24

2,81

77

.
. , . . , . .
........................................................................................................................................
,
1 7,4 %, 2 9 %,
19,5%.
,




(r = 0,144; p < 0,05;
), 
(0,288; p < 0,01; TGPS), 
(0,274; p < 0,01; SADS).


, 


.


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3.


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79

.
. , . . , . .
........................................................................................................................................

1. ., . 
:
[www document] http://www.fzr.ru/231.htm
2. . . 
() // 
. 2006. 1.
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. . , 
// 
. 2001. 4.
4. . .
[www document]
http://www.bsmu.by/bmm/01.2002/29.html
5. . . (
17 ). ., 1996.
6. . . 
. 
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7. ., . 
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., 1987.
9. . . 


//
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80

10. . . 

. . . . .
. ., 2007.
11. . ., . . 
: 
// . 2007. 4.
12. Enns M., Cox B. Personality dimensions and
depression: Review and commentary // Can. J.
Psychiatry. 1997. V. 42. 3.
13. Flett G. L., Hewitt P. L., DeRosa T. Dimen
sions of perfectionism, psychosocial adjustment,
and social skills // Personality and Individual
Differences. 1996. V. 20. 2.
14. Hamilton T. K., Schweitzer R. D. The cost of
being perfect: perfectionism and suicide ideation
in university students // Australian and New
Zealand Journal of Psychiatry. 2000. V. 34.
15. Hewitt P., Flett G. Perfectionism and stress
process in psychopathology // Perfectionism:
Theory, research and Treatment / Ed. by G. Flett,
P. Hewitt. Washington, 2002.
16. Kaminer D., Stein D. Social anxiety disorder
in children and adolescents // Social Anxiety
Disorder / Ed. by H. Westenberg, J. den Boer.
Amsterdam, 1999.
17. Saddler C. D., Sacks L. A. Multidimensional
prefectionism and academic procrastination:
Relationships with depression in University stu
dents // Psychological Reports. 1993. V. 73. 6.

 , 2009, 1
........................................................................................................................................

Perfectionism as a factor of student disadaptation

N. G. Garanyan,
PhD in Psychology, Professor, Clinical Psychology Chair, Department of
Psychological Counseling, Moscow State University of Psychology and Education

D. A. Andrusenko,
PhD student, Clinical Psychology Chair, Department of Psychological Counseling,
Moscow State University of Psychology and Education

I. D. Hlomov,
Alumnus, Clinical Psychology Chair, Department of Psychological Counseling,
Moscow State University of Psychology and Education
In the group of 309 freshmen students of a Moscow university the day before
the first exam session the indices of perfectionism, emotional disadaptation
and avoiding behavior were assessed. Results show that students with high
indices of perfectionism also have high indices of depression, suicidal intent,
general anxiety, daily stress, examination and social anxiety, procrastination
and social avoidance.
Keywords: emotional disadaptation in students, perfectionism, procrastina
tion, social avoidance.
References
1. Voiceh V., Semikin G. Simpozium "Rossii
skaya molodezh': V budushee bez riska" [www
document] http://www.fzr.ru/231.htm.
2. Garanyan N. G. Perfekcionizm i psihicheskie
rasstroistva (obzor) // Terapiya psihicheskih ras
stroistv. 2006. 1.
3. Garanyan N. G., Holmogorova A. B., Yudee
va T. Yu. Perfekcionizm, depressiya i trevoga //
MPZh. 2001. 4.
4. Zorko Yu. A. Psihicheskie i povedencheskie
rasstroistva u studentov [www document]
http://www.bsmu.by/bmm/01.2002/29.html.
5. Kulagina I. Yu. Vozrastnaya psihologiya (razvi
tie rebenka ot rozhdeniya do 17 let). M., 1996.
6. Moskova M. V. Lichnostnye faktory emo
cional'noi dezadaptacii studentov // Avtoref. diss.
kand. psih. nauk. M., 2008.
7. Perre M., Bauman U. Klinicheskaya psiholo
giya. SPb., 2002.
8. Severnyi A. A., Anufriev A. K. Profilaktika
uchebnoi dezadaptacii u studentov, svyazannoi s
depressivnymi rasstroistvami pogranichnogo
urovnya // Metod. rekomendacii. M., 1987.
9. Chehlatyi E. I. Issledovanie kopingmehanizmov
u studentov vuzov v svyazi s zadachami pervich
noi psihogigieny i psihoprofilaktiki // Obozrenie
psihiatrii i medicinskoi psihologii im. V. M. Behte
reva. 2006. 2.

10. Yudeeva T. Yu. Perfekcionizm kak lichnostnyi

faktor depressivnyh i trevozhnyh rasstroistv //
Avtoref. diss. kand. psihol. nauk. M., 2007.
11. Yasnaya V. A., Enikolopov S. N. Perfekcio
nizm: istoriya izucheniya i sovremennoe sostoy
anie problemy // Voprosy psihologii. 2007. 4.
12. Enns M., Cox B. Personality dimensions and
depression: Review and commentary // Can. J.
Psychiatry. 1997. V. 42. 3.
13. Flett G. L., Hewitt P. L., DeRosa T. Dimen
sions of perfectionism, psychosocial adjustment,
and social skills // Personality and Individual
Differences. 1996. V. 20. 2.
14. Hamilton T. K., Schweitzer R. D. The cost of
being perfect: perfectionism and suicide ideation
in university students // Australian and New Zea
land Journal of Psychiatry. 2000. V. 34.
15. Hewitt P., Flett G. Perfectionism and stress
process in psychopathology // Perfectionism:
Theory, research and Treatment / Ed. by G. Flett,
P. Hewitt. Washington, 2002.
16. Kaminer D., Stein D. Social anxiety disorder
in children and adolescents // Social Anxiety
Disorder / Ed. by H. Westenberg, J. den Boer.
Amsterdam, 1999.
17. Saddler C. D., Sacks L. A. Multidimensional
prefectionism and academic procrastination:
Relationships with depression in University stu
dents // Psychological Reports. 1993. V. 73.
6.

81

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88

5. . . . ., 1995.
6. . . //
( ). ., 2004.
7. . . 
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8. . . 
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9. . . ., 1988.
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11. Geertz C. The interpretation of culture. N. Y.,
1973.

 , 2009, 1
........................................................................................................................................

Student self3change during the activity

of mastering the culture of academic work
V. N. Kosyrev,
PhD in Psychology, Professor, Head of the General Psychology Chair,
G. R. Derzhavin Tambov State University
The article presents a psychological analysis of the student activity of mastering
the culture of academic work. A sequence of the regulatory mechanisms of activi
ty leading to student selfchange: the need, motive, purpose, action, reflection,
selfdetermination, activity reorganization, restructuring of the Self. On the exam
ple of mastering the dynamic reading the contents of the aforementioned mecha
nisms and conditions of their actualization are demonstrated.
Keywords: culture, activity, educational activity, academic work, the culture of
academic work.

References
1. Anisimov O. S. Metodologicheskaya kul'tura pe
dagogicheskoi deyatel'nosti i myshleniya / M., 1991.
2. Arnol'dov A. I. Chelovek i mir kul'tury. Vvede
nie v kul'turologiyu. M., 1992.
3. Bol'shoi psihologicheskii slovar' / Sost. i obsh.
red. B. Mesheryakov, V. Zinchenko. SPb., 2004.
4. Vikent'eva E. N. Osobennosti organizacionnoi
kul'tury rossiiskih organizacii // Ezhegodnik
Rossiiskogo psihologicheskogo obshestva:
Materialy 3go Vserossiiskogo s'ezda psihologov
2528 iyunya 2003 g.: V 8 t. SPb., 2003. T. 2.
5. Gurevich P. S. Filosofiya kul'tury / Uchebnoe po
sobie dlya studentov gumanitarnyh vuzov. M., 1995.

6. Dobrohotov A. L. Kul'turologiya // BE KiM

(elektronnoe izdanie). M., 2004.
7. Kagan M. S. Sistemnyi podhod i gumanitar
noe znanie. SPb., 1991.
8. Kosyrev V. N. Psihologiya razvitiya kul'tury
uchebnogo truda studenta. Tambov, 2007.
9. Mid M. Kul'tura i mir detstva. M., 1988.
10. Silyaeva E. G. Teoreticheskie osnovy formi
rovaniya professional'noeticheskoi kul'tury uchi
telya / Avtoreferat diss. ... dokt. psychol. nauk.
M., 1995.
11. Geertz C. The interpretation of culture.
N. Y.,1973.

89

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4. / . . . 
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5. . . 
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6. . . :
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7. Ericson E. H. Identity, Youth and Crisis. N. Y.,
1968.

 , 2009, 1
........................................................................................................................................

The formation of family and parent orientation

in female students
N. V. Nozikova,
PhD in Psychology, Lecturer, Special Psychology Chair, Department of Special
Psychology and Education, FarEast State University of Humanities
The article presents a study on developmental characteristics of structure of fam
ily and maternal orientation motives in 1517 and 1822 years old girls. Results
show that satisfaction of vital needs of girls in their minds is linked to their parental
family in the early adolescence and to their future family in late adolescence.
Change in the semantic content and in structure of the motivational complex of
family and maternal personality orientation becomes a newformation of the ado
lescence that orients young girls towards creating their future family and mother
hood. The necessity of conducting psychologicaleducational correction and per
sonality growth programs during adolescence in order to create motivational basis
of successful familyoriented focus is supported.
Keywords: personality, personality orientation, motivation, youth, family, materni
ty, temporary vector of familyoriented focus of the individual.

References
1. Bozhovich L. I. Lichnost' i ee formirovanie v
detskom vozraste. M., 1968.
2. Kon I. S. Psihologiya yunosheskogo vozras
ta: Problemy formirovaniya lichnosti. M.,
1979.
3. Nozikova N. V. Materinskaya i semeinoori
entirovannaya napravlennost' devushek 15
22 let: Avtoref. ... kand. psihol. nauk.
Yaroslavl', 2005.

4. Psihologiya podrostka / Pod red. A. A. Reana.

SPb., 2003.
5. Solomin I. L. Psihosemanticheskaya diagnos
tika skrytoi motivacii: metodicheskoe rukovodst
vo. SPb., 2001.
6. Filippova G. G. Psihologiya materinstva: Ucheb
noe posobie. M., 2002.
7. Ericson E. H. Identity, Youth and Crisis. N. Y.,
1968.

97



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 , 2009, 1
........................................................................................................................................

Application of correlation analysis in psychology

L. M. Shishlyannikova,
Methodist, Educational Operating Laboratory of Mathematical Models in Psychology
and Education, Moscow State University of Psychology and Education

The article describes the use of correlation analysis in psychology. Concept

of correlation relationship and its main characteristics are described. The
main hypotheses used when applying correlation analysis are discussed.
Possibilities of the correlation coefficients application according to the type of
scale that was used to measure variables are presented.
Keywords: correlation, Pearson correlation coefficient; Spearman correlation
coefficient, correlation coefficient Kendall, statistical hypothesis; private cor
relation; biserial correlation coefficient, rankbiserial correlation coefficient.

References
1. Bushov Yu. V., Nesmelova N. N. Zavisimost'
tochnosti ocenki i vosproizvedeniya dlitel'nosti
zvukovyh signalov ot individual'nyh osobennos
tei cheloveka // Voprosy psihologii. 1996. 3.
2. Byuyul' A., Cefel' P. SPSS: Iskusstvo obrabot
ki informacii. M., 2002.
3. Glas Dzh., Stenli Dzh. Statisticheskie metody v
pedagogike i psihologii. M., 1976.
4. Ermolaev O. Yu. Matematicheskaya statistika
dlya psihologov. M., 2003.
5. Kalinin S. I. Komp'yuternaya obrabotka dan
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