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The Bulletin of the Adyghe State University. Series «Pedagogy and Psychology» |
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#2 / 2026GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATIONElena V. DYOMKINAPSYCHOLOGICAL AND PEDAGOGICAL SYSTEM FOR PREVENTING MALADAPTATION AMONG ORPHANS IN SECONDARY VOCATIONAL EDUCATION: THEORY, MODELS, PRACTICE
This paper addresses the issue of the psychological and pedagogical prevention system for maladaptation among orphaned children in the context of secondary vocational education. It is one of the most significant problems in contemporary pedagogical science and practice. This relevance stems from the fact that students who are orphans or left without parental care enter the vocational education system under unique social development conditions. For these individuals, studying at a technical college or college involves not only acquiring professional skills but also simultaneously solving issues related to social adaptation, personal self-determination, the formation of stable interpersonal relationships, mastering norms of independent living, and assuming responsibility for their future.
The importance of this research is heightened by the fact that orphans, as a distinct category of learners, often possess specific life experiences associated with emotional deprivation, deficits in stable attachments, limited trusted relationships with adults, restricted family interaction experience, and underdeveloped self-regulation skills. These features may manifest as decreased motivation to learn, difficulties integrating into the student community, increased anxiety, internal insecurity, communicative behavior disturbances, and inadequate readiness for independent organization of daily life. Within the framework of secondary vocational education, such difficulties often become more pronounced, as students are placed in unfamiliar social environments that demand greater maturity, responsibility, and self-management capabilities.
The necessity to address this problem is further justified by the fact that the educational period within secondary vocational institutions represents a transitional and largely determinative stage for orphans.
THE ROLE OF EXTERNAL SUPPORT FROM PARENTS AND COACHES IN DEVELOPING INTRINSIC MOTIVATION IN THE PROCESS OF SPORTS ACTIVITIES IN PRIMARY SCHOOLCHILDREN
This article explores the role of objective and coordinated assessment by parents and coaches in developing intrinsic motivation for achievement in primary school students enrolled in a Kyokushinkai karate sports section.The study developed and tested a comprehensive diagnostic tool, including two paired questionnaires for parents and coaches, to assess the child's athletic involvement, psychological well-being, and level of support.The key findings revealed high levels of motivation across all subjects, while statistical analysis (Student's t-test and Mann-Whitney U-test) confirmed the absence of significant differences between the perceptions of the two groups of adults, creating a "psychological resonance" effect.It was found that convergence between objective assessments by parents and coaches ensures cognitive clarity and emotional security for the child, while discrepancies between them create a motivational vacuum and the risk of learned helplessness.Future research prospects include scaling the proposed diagnostic complex to other sports and age groups, as well as developing programs for psychological and pedagogical support for primary school students during sports activities.
TECHNOLOGY OF PEDAGOGICAL SUPPORT FOR STUDENTS' MASTERY OF THE PHYSICAL CULTURE SUBJECT IN PRIMARY GENERAL EDUCATION
The change in the goals of the education system that has taken place in our country has made it necessary to find ways to effectively update the system. The processes of humanization and democratization of education have had a significant impact on the change in existing concepts and approaches to the organization of physical education for schoolchildren. An analysis of modern program and regulatory documentation allows us to conclude that one of the significant goals of education in the field of physical culture is the formation of general physical, sports, and health-preserving competencies among schoolchildren. In our opinion, this goal can be achieved through the implementation of a pedagogical technology that reflects the ideas of a comprehensive approach to the organization of students' physical education, based on the principles of the interconnection between motor, cognitive, and recreational activities.
The purpose of our research was to provide a scientific basis and to experimentally test the technology of pedagogical support for students' mastery of the content of the subject "Physical Education" in the organization of basic general education. The technology developed and tested in the experiment is step-by-step in nature and includes the following functional blocks: target, procedural and content, evaluation and diagnostic, and reflexiv. The study identified and tested the organizational and pedagogical conditions for the effective functioning of the technology of pedagogical support for the process of students' mastering the content of the Physical Education subject in a general education organization. The author's technology of pedagogical support for students' mastery of the subject "Physical Education" has been developed and implemented in practice, ensuring a positive trend in the growth of students' physical, sports, recreational, and health-improving activities, as well as their readiness for physical self-development and a healthy lifestyle, which are indicators of the development of general physical, sports, and health-improving competencies. The author's technology can be applied in the broad pedagogical practice of secondary schools, as well as in the professional training of future teachers in universities, colleges, and in the system of advanced training for teachers.
MORAL AND ETHICAL QUALITIES AS THE CORE OF COMPETITIVENESS OF A MODERN PERSON
The paper explores the problem of defining a set of personality traits that determine the competitiveness of modern individuals. The objective of the study is to substantiate a set of moral and ethical personal qualities as a stable, invariant core of competitiveness determinants. The research methods include analysis of psychological and pedagogical literature, generalization and interpretation of theoretical data, questionnaires, and expert assessment. The article substantiates the importance of moral and ethical qualities in terms of their significance for individual competitiveness. The article characterizes the essence of competitiveness, the concepts of competitive qualities, and their differentiation in relation to objectification by narrowly professional and broad social requirements and demands. The paper reveals the social foundations for determining dominant personal qualities, relating to the characteristics of the scientific, technological, and economic development of society, the specifics of state ideology and policy, the mentality of the people, and the sphere of professional activity of subjects. The article presents the results of the expert assessment, which made it possible to update the existing lists of competitive qualities. This article presents summarized data from three diagnostic periods (2008-2009, 2016-2017, and 2024-2025), revealing the opinions of experts (specialists in the "Human-to-Human" field (teachers, psychologists) regarding dominant competitive qualities, as well as the grounds supporting these opinions. It is shown that moral and ethical qualities occupy a stable position within these qualities; their totality, in turn, includes both invariant and time-varying components. The results summarize the target guidelines for nurturing modern competitive citizens (developing key moral and ethical qualities that are determinants of competitiveness) and the required areas for improving the professional training of teachers (in the context of ensuring their readiness to implement this type of education).
CONTENT ANALYSIS OF THE CONCEPTUAL APPARATUS OF CREATIVE COMMUNICATION OF STUDENTS OF ART AND CULTURE UNIVERSITIES
In the context of the transformation of modern higher education, developing students' skills in arts and culture that enable productive interaction in creative environments is of particular importance. One such integrative skill is creative communication, which combines creative thinking and communicative competence. The methodological basis of the study consists of the analysis, synthesis, comparison, and systematization of scientific approaches to interpreting the concepts of "creativity," "communication," and "creative communication." The empirical basis of the study includes 60 works by Russian and international authors. The author identifies the main approaches to understanding the categories under study, defining their substantive characteristics, strengths, and weaknesses. It is established that the concept of "creative communication" remains underdeveloped in art education. A synthesis of existing approaches allowed the author to propose a unique definition of the category "creative communication" as it applies to the training of university students.
THEORY AND METHODOLOGY OF TEACHING AND EDUCATIONAmbinintsoa VOLOLOARIMANGA, Andrianantenaina TOLOJANAHARYTHE ROLE OF TRANSLATION IN RUSSIAN LANGUAGE TEACHING IN MADAGASCAR
The article examines the position and translation function in the modern Russian language (RFL) teaching system in Madagascar. The relevance of the chosen topic lies in the fact that translation is a traditional way to improve the quality of RFL teaching in Madagascar, contributing to the Russian language proficiency improvement among Malagasy students. The main purpose of this article is to analyze the effectiveness of using translation in the RFL teaching process and to provide methodological recommendations for improving teaching practice. To achieve this goal, it is necessary to review the methods and translation training techniques used in the RFL teaching process, to discuss the use of translation in Russian language courses. The research results presented in this article are based on theoretical and experimental methods such as analyzing exam results, class observation, surveys of students and interviews with Russian language teachers in Madagascar. The article concludes that, with moderate and deliberate application, translation can serve as an effective tool in teaching RFL in Madagascar.
COMMUNICATIVE SKILLS OF STUDENTS IN SMALL SCHOOLS DURING CLASSES: STRUCTURE, DEFICIENCIES AND PEDAGOGICAL CONDITIONS FOR DEVELOPMENT
The article is devoted to the analysis of communicative skills of students in small rural schools within the structure of classroom learning activities. The relevance of the study is determined by the requirements of contemporary educational standards for the formation of meta-subject learning outcomes, including communicative universal learning actions. The aim of the study is to identify the strengths and problematic aspects of classroom communication (participation in dialogue, argumentation, peer interaction, perception of feedback, and confidence in expressing one’s own position) and to correlate the obtained empirical data with modern theoretical approaches in pedagogy and educational psychology.
The empirical basis of the research consists of survey data collected from students in grades 5-11 of small rural schools (N=62), who evaluated 16 statements grouped into five thematic blocks using a five-point Likert scale. The study employed descriptive statistics, internal consistency analysis (Cronbach’s alpha), and nonparametric tests (Friedman, Kruskal-Wallis, and Mann-Whitney) with Holm’s correction for multiple comparisons.
The results revealed a structurally uneven and contradictory profile of communicative skills. The most developed area was the perception of verbal feedback from the teacher, indicating a pronounced “verticalization” of classroom communication. The most deficient areas were horizontal interaction skills (responding to peers’ answers, reasoned disagreement) and initiative participation in discussion. These findings are interpreted as a consequence of the insufficient institutionalization of collaborative and discussion-based learning practices in small rural schools. The conclusion substantiates pedagogical conditions for overcoming the identified deficits, including the development of structured cooperation, the expansion of students’ communicative roles, and the use of mixed-age and small-class settings as a resource for dialogization of the educational process. The results may be applied in curriculum design, the development of methodological recommendations for teachers in small rural schools, and the improvement of practices aimed at fostering meta-subject communicative outcomes.
PHYSICAL EDUCATION AND VOCATIONAL PHYSICAL TRAININGNikita A. PIVNIKPEDAGOGICAL POTENTIAL OF MARTIAL ARTS IN THE FORMATION OF THE PERSONALITY OF ADOLESCENTS IN THE EDUCATIONAL ENVIRONMENT
The article examines the pedagogical potential of martial arts in the context of adolescents’ personality formation within the educational environment. This stage of development among children is associated with intense psycho-emotional changes, the emergence of self-awareness, the formation of a personal position, value orientations, and adolescents’ perceptions of themselves and their place within the system of social relations. The relevance of the study is determined by the growing role of the educational environment as an institution of personal development, as well as by the specific features of adolescence. The educational environment becomes especially important under conditions of change in the socio-psychological portrait of the adolescent, which is associated “with the processes of globalization, informatization, and digitalization of modern society” [1]. Under these conditions, particular pedagogical value is acquired by those types of activity that combine physical and personal development. Martial arts belong to this category of activities. The purpose of the article is to systematize the key components of the pedagogical potential of martial arts in the context of adolescents’ personal development. It is shown that, from a pedagogical point of view, martial arts should be regarded as a special form of organizing adolescents’ motor activity with a pronounced potential for personal development. The pedagogical potential of martial arts in the formation of adolescents’ personality within the educational environment should be understood as a set of interrelated possibilities of this type of activity in the development of the normative, value-based, emotional-volitional, communicative, and subject-related spheres of personality. It is substantiated that martial arts occupy a special place in the system of physical culture and sports activity due to the adolescent’s high level of personal involvement, the need for self-control, and socially acceptable forms of self-assertion. It is concluded that the realization of the pedagogical potential of martial arts is possible only under conditions of pedagogically sound organization of the training process and the prioritization of educational objectives over narrowly competitive ones.
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