TY  - JOUR
AU  - B. Mikhailova, Olga
AU  - Gutvajn, Nikoleta
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/781
AB  - In the 21st century, in the era of growing infantilism, one of the important
tasks of modern psychology and pedagogy is to solve the problem of educating and developing
the responsibility of adolescents and young people. There are various hypotheses about the emergence
of infantilism and irresponsibility and their manifestations in childhood and adulthood.
The strength of society is the strength of individuals who make it up; therefore, in modern
science it is important to identify the causes of social infantilism and introduce technologies
for its prevention and correction. On the basis of a theoretical analysis, the authors consider
the dominant symptoms of infantilism (irresponsibility, mental discomfort, loneliness, sexual
behavior disorders, narcissism and gender chauvinism) as well as their manifestations in different
age periods. According to the authors, the main reasons for the development of infantilism
in adolescents and young people are as follows: (1) the lack of collective education and
the low influence of teachers, psychologists and the educational environment as a whole on
the personality development; (2) the pronounced style of pedagogy of freedom, provoking
the development of egoism; (3) the delegation of responsibility for education exclusively to
the family in the absence of psychological and pedagogical support for family relations;
(4) the deformed model of family relations against the background of falling birth rates, shifting
gender roles and family values. To prevent and correct infantilism among adolescents and
young people, specialists in the field of modern education need to carry out systematic diagnostic
work with families and pay close attention to the introduction of practical technologies
for the prevention of irresponsible behavior among younger schoolchildren and adolescents.
In addition, it is necessary to introduce psychological and pedagogical education of the younger
generation on the issues of personal self-development, self-education and self-fulfilment.
AB  - В XXI веке в эпоху нарастающей инфантильности одной из важных
задач современных психологии и педагогики является решение проблемы воспитания и
развития ответственности подростков и молодежи. Существуют различные гипотезы по
поводу возникновения инфантильности и безответственности и их проявлений в дет-
стве и во взрослости. Сила общества – это сила личностей, его составляющих, поэтому
в современной науке важно выявлять причины социального инфантилизма и внедрять
технологии по его профилактике и коррекции. На основе теоретического анализа рас-
сматриваются доминирующие симптомы развития инфантильности (безответственность,
душевный дискомфорт, одиночество, нарушение сексуального поведения, нарциссизм
и гендерный шовинизм) и их проявления в разные возрастные периоды. По мнению
авторов, основными причинами развития инфантилизма в подростковой и молодежной
среде являются: 1) отсутствие коллективного воспитания и низкое влияние педагогов,
психологов и образовательной среды в целом на развитие личности; 2) ярко выражен-
ный стиль педагогики свободы, провоцирующий развитие эгоизма; 3) делегирование
ответственности за воспитание исключительно на семью при отсутствии психолого-
педагогической поддержки семейных отношений; 4) деформация модели семейных от-
ношений на фоне падения рождаемости, смещения гендерных ролей и семейных цен-
ностей. Для профилактики и коррекции инфантилизма в среде подростков и молодежи
специалистам в области современного образования необходимо проводить системати-
ческую диагностическую работу с семьей и уделять пристальное внимание внедрению
практических технологий профилактики безответственного поведения в среде младших
школьников и подростков. Кроме того, необходимо внедрять психолого-педагогическое
просвещение подрастающего поколения по вопросам саморазвития, самовоспитания и
самореализации личности.
PB  - Moscow : Peoples’ Friendship University of Russia
T2  - RUDN Journal of Psychology and Pedagogics
T1  - Growing Infantilism in Modern Adolescents and Young People: Symptoms and Causes
T1  - Прогрессирующий инфантилизм у современных подростков и молодежи: симптомы и причины
EP  - 53
IS  - 1
SP  - 39
VL  - 19
DO  - 10.22363/2313-1683-2022-19-1-39-53
ER  - 

@article{
author = "B. Mikhailova, Olga and Gutvajn, Nikoleta",
year = "2022",
abstract = "In the 21st century, in the era of growing infantilism, one of the important
tasks of modern psychology and pedagogy is to solve the problem of educating and developing
the responsibility of adolescents and young people. There are various hypotheses about the emergence
of infantilism and irresponsibility and their manifestations in childhood and adulthood.
The strength of society is the strength of individuals who make it up; therefore, in modern
science it is important to identify the causes of social infantilism and introduce technologies
for its prevention and correction. On the basis of a theoretical analysis, the authors consider
the dominant symptoms of infantilism (irresponsibility, mental discomfort, loneliness, sexual
behavior disorders, narcissism and gender chauvinism) as well as their manifestations in different
age periods. According to the authors, the main reasons for the development of infantilism
in adolescents and young people are as follows: (1) the lack of collective education and
the low influence of teachers, psychologists and the educational environment as a whole on
the personality development; (2) the pronounced style of pedagogy of freedom, provoking
the development of egoism; (3) the delegation of responsibility for education exclusively to
the family in the absence of psychological and pedagogical support for family relations;
(4) the deformed model of family relations against the background of falling birth rates, shifting
gender roles and family values. To prevent and correct infantilism among adolescents and
young people, specialists in the field of modern education need to carry out systematic diagnostic
work with families and pay close attention to the introduction of practical technologies
for the prevention of irresponsible behavior among younger schoolchildren and adolescents.
In addition, it is necessary to introduce psychological and pedagogical education of the younger
generation on the issues of personal self-development, self-education and self-fulfilment., В XXI веке в эпоху нарастающей инфантильности одной из важных
задач современных психологии и педагогики является решение проблемы воспитания и
развития ответственности подростков и молодежи. Существуют различные гипотезы по
поводу возникновения инфантильности и безответственности и их проявлений в дет-
стве и во взрослости. Сила общества – это сила личностей, его составляющих, поэтому
в современной науке важно выявлять причины социального инфантилизма и внедрять
технологии по его профилактике и коррекции. На основе теоретического анализа рас-
сматриваются доминирующие симптомы развития инфантильности (безответственность,
душевный дискомфорт, одиночество, нарушение сексуального поведения, нарциссизм
и гендерный шовинизм) и их проявления в разные возрастные периоды. По мнению
авторов, основными причинами развития инфантилизма в подростковой и молодежной
среде являются: 1) отсутствие коллективного воспитания и низкое влияние педагогов,
психологов и образовательной среды в целом на развитие личности; 2) ярко выражен-
ный стиль педагогики свободы, провоцирующий развитие эгоизма; 3) делегирование
ответственности за воспитание исключительно на семью при отсутствии психолого-
педагогической поддержки семейных отношений; 4) деформация модели семейных от-
ношений на фоне падения рождаемости, смещения гендерных ролей и семейных цен-
ностей. Для профилактики и коррекции инфантилизма в среде подростков и молодежи
специалистам в области современного образования необходимо проводить системати-
ческую диагностическую работу с семьей и уделять пристальное внимание внедрению
практических технологий профилактики безответственного поведения в среде младших
школьников и подростков. Кроме того, необходимо внедрять психолого-педагогическое
просвещение подрастающего поколения по вопросам саморазвития, самовоспитания и
самореализации личности.",
publisher = "Moscow : Peoples’ Friendship University of Russia",
journal = "RUDN Journal of Psychology and Pedagogics",
title = "Growing Infantilism in Modern Adolescents and Young People: Symptoms and Causes, Прогрессирующий инфантилизм у современных подростков и молодежи: симптомы и причины",
pages = "53-39",
number = "1",
volume = "19",
doi = "10.22363/2313-1683-2022-19-1-39-53"
}

B. Mikhailova, O.,& Gutvajn, N.. (2022). Growing Infantilism in Modern Adolescents and Young People: Symptoms and Causes. in RUDN Journal of Psychology and Pedagogics
Moscow : Peoples’ Friendship University of Russia., 19(1), 39-53.
https://doi.org/10.22363/2313-1683-2022-19-1-39-53

B. Mikhailova O, Gutvajn N. Growing Infantilism in Modern Adolescents and Young People: Symptoms and Causes. in RUDN Journal of Psychology and Pedagogics. 2022;19(1):39-53.
doi:10.22363/2313-1683-2022-19-1-39-53 .

B. Mikhailova, Olga, Gutvajn, Nikoleta, "Growing Infantilism in Modern Adolescents and Young People: Symptoms and Causes" in RUDN Journal of Psychology and Pedagogics, 19, no. 1 (2022):39-53,
https://doi.org/10.22363/2313-1683-2022-19-1-39-53 . .

TY  - JOUR
AU  - Mikhailova, Olga
AU  - Bashkin, Evgeniy
AU  - Gutvajn, Nikoleta
AU  - Berberyan, Asya
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/878
AB  - The authors present the results of the 3rd International Forum on Commitment
to Mental Health, which was organized and held by the Department of Psychology and
Pedagogy of the Faculty of Philology of the Peoples’ Friendship University of Russia (RUDN
University) in cooperation with the National Health League, ManpowerGroup and Clever Consulting LLC (Moscow, October 5–7, 2022). The work of the forum lasted three days and
its program was interesting in different formats of interaction: (1) On October 5, 2022,
the following events took place online: Round Table on Commitment to Mental Health Issues:
Social, Psychological and Medical Aspects, Corporate Section on Best Practices: Managing
Psychological Well-Being at the Organizational Level and Section on Practical Guidelines:
How to Maintain and Strengthen Psychological Health (online broadcast was organized
on the website: https://mentalhealthforum.ru/); (2) On October 6, 2022, RUDN University
hosted the International Scientific and Practical Conference in a hybrid format at which
194 presentations were offered including: a plenary session, seven panel session, poster session
and the Mental Health Film Festival; (3) On October 7, 2022, the International Charitable
Sports and Psychological Festival was held (which included a concert, art therapy master
classes and outdoor sports activities). The International Forum brought together more than
1000 participants, including psychologists, teachers, medical workers, teachers, graduate students
and students from 25 regions of Russia and 14 countries.
AB  - Представлены итоги проведения III Международного форума «При-
верженность вопросам психического здоровья», который организовала и провела ка-
федра психологии и педагогики филологического факультета РУДН в сотрудничестве с
Manpower, CLEVER Consulting, Лигой здоровья наций (Москва, 5–7 октября 2022 г.).
Работа форума продолжалась три дня, и его программа была интересна разными фор-
матами взаимодействия: 1) 5 октября 2022 г. под руководством Manpower онлайн со-
стоялись круглый стол, корпоративный блок кейсов и психотерапевтическая сессия;
2) 6 октября 2022 г. в гибридном формате в РУДН состоялась научно-практическая
конференция: пленарное заседание, 7 секций, постерная сессия, на которых было пред-
ставлено 194 доклада, а также кинофестиваль Mental Health Film Festival; 3) 7 октября
2022 г. прошел Международный благотворительный спортивно-психологический фе-
стиваль (концерт, мастер-классы по арт-терапии и спортивные активности на свежем
воздухе). Международный форум объединил более 1000 участников – психологов, пе-
дагогов, медицинских работников, преподавателей, аспирантов и студентов из 25 реги-
онов России и 14 зарубежных стран.
PB  - Moscow : Peoples’ Friendship University of Russia (RUDN University)
T2  - RUDN Journal of Psychology and Pedagogics
T1  - Personality Mental Health – Challenges and Solution: Results of the 3rd International Forum on Commitment to Mental Health
T1  - Психическое здоровье личности – проблемы и перспективы их решения: итоги III Международного форума «Приверженность вопросам психического здоровья»
EP  - 891
IS  - 4
SP  - 879
VL  - 19
DO  - 10.22363/2313-1683-2022-19-4-879-891
ER  - 

@article{
author = "Mikhailova, Olga and Bashkin, Evgeniy and Gutvajn, Nikoleta and Berberyan, Asya",
year = "2022",
abstract = "The authors present the results of the 3rd International Forum on Commitment
to Mental Health, which was organized and held by the Department of Psychology and
Pedagogy of the Faculty of Philology of the Peoples’ Friendship University of Russia (RUDN
University) in cooperation with the National Health League, ManpowerGroup and Clever Consulting LLC (Moscow, October 5–7, 2022). The work of the forum lasted three days and
its program was interesting in different formats of interaction: (1) On October 5, 2022,
the following events took place online: Round Table on Commitment to Mental Health Issues:
Social, Psychological and Medical Aspects, Corporate Section on Best Practices: Managing
Psychological Well-Being at the Organizational Level and Section on Practical Guidelines:
How to Maintain and Strengthen Psychological Health (online broadcast was organized
on the website: https://mentalhealthforum.ru/); (2) On October 6, 2022, RUDN University
hosted the International Scientific and Practical Conference in a hybrid format at which
194 presentations were offered including: a plenary session, seven panel session, poster session
and the Mental Health Film Festival; (3) On October 7, 2022, the International Charitable
Sports and Psychological Festival was held (which included a concert, art therapy master
classes and outdoor sports activities). The International Forum brought together more than
1000 participants, including psychologists, teachers, medical workers, teachers, graduate students
and students from 25 regions of Russia and 14 countries., Представлены итоги проведения III Международного форума «При-
верженность вопросам психического здоровья», который организовала и провела ка-
федра психологии и педагогики филологического факультета РУДН в сотрудничестве с
Manpower, CLEVER Consulting, Лигой здоровья наций (Москва, 5–7 октября 2022 г.).
Работа форума продолжалась три дня, и его программа была интересна разными фор-
матами взаимодействия: 1) 5 октября 2022 г. под руководством Manpower онлайн со-
стоялись круглый стол, корпоративный блок кейсов и психотерапевтическая сессия;
2) 6 октября 2022 г. в гибридном формате в РУДН состоялась научно-практическая
конференция: пленарное заседание, 7 секций, постерная сессия, на которых было пред-
ставлено 194 доклада, а также кинофестиваль Mental Health Film Festival; 3) 7 октября
2022 г. прошел Международный благотворительный спортивно-психологический фе-
стиваль (концерт, мастер-классы по арт-терапии и спортивные активности на свежем
воздухе). Международный форум объединил более 1000 участников – психологов, пе-
дагогов, медицинских работников, преподавателей, аспирантов и студентов из 25 реги-
онов России и 14 зарубежных стран.",
publisher = "Moscow : Peoples’ Friendship University of Russia (RUDN University)",
journal = "RUDN Journal of Psychology and Pedagogics",
title = "Personality Mental Health – Challenges and Solution: Results of the 3rd International Forum on Commitment to Mental Health, Психическое здоровье личности – проблемы и перспективы их решения: итоги III Международного форума «Приверженность вопросам психического здоровья»",
pages = "891-879",
number = "4",
volume = "19",
doi = "10.22363/2313-1683-2022-19-4-879-891"
}

Mikhailova, O., Bashkin, E., Gutvajn, N.,& Berberyan, A.. (2022). Personality Mental Health – Challenges and Solution: Results of the 3rd International Forum on Commitment to Mental Health. in RUDN Journal of Psychology and Pedagogics
Moscow : Peoples’ Friendship University of Russia (RUDN University)., 19(4), 879-891.
https://doi.org/10.22363/2313-1683-2022-19-4-879-891

Mikhailova O, Bashkin E, Gutvajn N, Berberyan A. Personality Mental Health – Challenges and Solution: Results of the 3rd International Forum on Commitment to Mental Health. in RUDN Journal of Psychology and Pedagogics. 2022;19(4):879-891.
doi:10.22363/2313-1683-2022-19-4-879-891 .

Mikhailova, Olga, Bashkin, Evgeniy, Gutvajn, Nikoleta, Berberyan, Asya, "Personality Mental Health – Challenges and Solution: Results of the 3rd International Forum on Commitment to Mental Health" in RUDN Journal of Psychology and Pedagogics, 19, no. 4 (2022):879-891,
https://doi.org/10.22363/2313-1683-2022-19-4-879-891 . .

TY  - CHAP
AU  - B. Mikhailova, Olga
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/666
AB  - In the chapter Online studying at the University during the period of covid-19
virus pandemic: students’ motivation and resilience author Olga Mikhailova
considers the problems of organizing distance learning at universities during a
pandemic, as well as the characteristics of the motivation and resilience of students
studying remotely. The paper presents a theoretical analysis of the phenomena of
motivation and resilience, as well as the results of empirical research. Тhe survey
involved 84 students aged 18 to 22 years, studying for a Bachelor’s degree at the
humanities and technical departments of various Moscow universities. The results
obtained reflected the characteristics of the motivation and resilience of students
in the first months of the pandemic and revealed a number of problems in the
conduct and organization of distance learning at the university.
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - Online studying at university during the period of COVID-19 virus pandemic: students’ motivation and resilience
EP  - 272
SP  - 258
UR  - https://hdl.handle.net/21.15107/rcub_ipir_666
ER  - 

@inbook{
author = "B. Mikhailova, Olga",
year = "2021",
abstract = "In the chapter Online studying at the University during the period of covid-19
virus pandemic: students’ motivation and resilience author Olga Mikhailova
considers the problems of organizing distance learning at universities during a
pandemic, as well as the characteristics of the motivation and resilience of students
studying remotely. The paper presents a theoretical analysis of the phenomena of
motivation and resilience, as well as the results of empirical research. Тhe survey
involved 84 students aged 18 to 22 years, studying for a Bachelor’s degree at the
humanities and technical departments of various Moscow universities. The results
obtained reflected the characteristics of the motivation and resilience of students
in the first months of the pandemic and revealed a number of problems in the
conduct and organization of distance learning at the university.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "Online studying at university during the period of COVID-19 virus pandemic: students’ motivation and resilience",
pages = "272-258",
url = "https://hdl.handle.net/21.15107/rcub_ipir_666"
}

B. Mikhailova, O.. (2021). Online studying at university during the period of COVID-19 virus pandemic: students’ motivation and resilience. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 258-272.
https://hdl.handle.net/21.15107/rcub_ipir_666

B. Mikhailova O. Online studying at university during the period of COVID-19 virus pandemic: students’ motivation and resilience. in Problems and perspectives of contemporary education. 2021;:258-272.
https://hdl.handle.net/21.15107/rcub_ipir_666 .

B. Mikhailova, Olga, "Online studying at university during the period of COVID-19 virus pandemic: students’ motivation and resilience" in Problems and perspectives of contemporary education (2021):258-272,
https://hdl.handle.net/21.15107/rcub_ipir_666 .

TY  - CHAP
AU  - B. Mikhailova, Olga
AU  - Avagyan, Karina
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/670
AB  - In the chapter Psychology of learning in adulthood: Cognitive processes
and motivation for a foreign language learning authors Olga Mikhailova and
Karina Avagyan presents a theoretical analysis of the development of cognitive
processes during adulthood and substantiate the didactic direction in the specifics
of teaching a foreign language for an adult audience. The authors identified the
specific characteristics of the motivation of an adult’s educational activity and the
main principles in the construction of technologies for teaching a foreign language.
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - Psychology of learning in adulthood: cognitive processes and motivation for learning a foreign language
EP  - 351
SP  - 317
UR  - https://hdl.handle.net/21.15107/rcub_ipir_670
ER  - 

@inbook{
author = "B. Mikhailova, Olga and Avagyan, Karina",
year = "2021",
abstract = "In the chapter Psychology of learning in adulthood: Cognitive processes
and motivation for a foreign language learning authors Olga Mikhailova and
Karina Avagyan presents a theoretical analysis of the development of cognitive
processes during adulthood and substantiate the didactic direction in the specifics
of teaching a foreign language for an adult audience. The authors identified the
specific characteristics of the motivation of an adult’s educational activity and the
main principles in the construction of technologies for teaching a foreign language.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "Psychology of learning in adulthood: cognitive processes and motivation for learning a foreign language",
pages = "351-317",
url = "https://hdl.handle.net/21.15107/rcub_ipir_670"
}

B. Mikhailova, O.,& Avagyan, K.. (2021). Psychology of learning in adulthood: cognitive processes and motivation for learning a foreign language. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 317-351.
https://hdl.handle.net/21.15107/rcub_ipir_670

B. Mikhailova O, Avagyan K. Psychology of learning in adulthood: cognitive processes and motivation for learning a foreign language. in Problems and perspectives of contemporary education. 2021;:317-351.
https://hdl.handle.net/21.15107/rcub_ipir_670 .

B. Mikhailova, Olga, Avagyan, Karina, "Psychology of learning in adulthood: cognitive processes and motivation for learning a foreign language" in Problems and perspectives of contemporary education (2021):317-351,
https://hdl.handle.net/21.15107/rcub_ipir_670 .

TY  - CONF
AU  - B. Mikhailova, Olga
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/495
AB  - Trenutna situacija u svetu i suviše brzo širenje virusa COVID-19 doveli su do toga da u Rusiji bude
uveden režim samoizolacije. Zbog uvedenih mera, kao i iz bezbednosnih razloga, sve obrazovne
institucije su pribegle učenju na daljinu, koje predstavlja distancionu interakciju studenata sa
nastavnicima, uz primenu različitih internet tehnologija, što predstavlja predmet istraživanja u ovom
radu. Smatra se da samoodržavanje usmerava ponašanje ličnosti ka opstanku i izdržljivosti i time se
omogućava prevazilaženje nepovoljnih uslova prilikom promene ustaljenih aktivnosti i okruženja. Cilj
ovog istraživanja je da se analizira uticaj uslova samoizolacije na psihološku izdržljivost i akademsku
motivaciju studenata. Uzorak istraživanja čine 84 studenta, starostiod 18 godina do 22 godine, sa
različitih moskovskih fakulteta. U istraživanju su primenjene sledeće metode: 1. metodologija za
proučavanje motivacije tokom studiranja (T. I. Iljina); 2. Skala akademske motivacije – upitnik koji su
razvili T. O. Gordejeva, O. A. Sičev i E. N. Osin; 3. test izdržljivosti (Hardiness Survey– Salvatore R. Maddi,
u adaptaciji D. A. Leontjeva, E. I. Raskazova). U radu se ističe da su kao rezultat korelacijske analize
utvrđeni odnosi između konstrukta izdržljivosti i akademske motivacije studenata. Pored toga,
otkriveni su važni odnosi između pokazatelja, kao što sukognitivna motivacija, motivacija postignuća,
motivacija za samorazvoj i svih komponenata psihološkog imuniteta. Nalazi istraživanja pokazuju da
je utvrđena povezanost između komponenata izdržljivosti i skale introjekcijske motivacije, eksternalne
motivacije i amotivacije. Tokom perioda samoizolacije kod studenata je zabeležen prosečan i visok
nivo izdržljivosti, ali su uočeni i pozitivni pokazatelji akademske motivacije. Na osnovu toga može se
pretpostaviti da ispitanici pokazuju ličnosnu izdržljivost tokom pandemije COVID-19, kada postoji
veliki broj frustrirujućih faktora koji utiču na psihološko stanje ljudi. Međutim, ovaj period je trajao
četiri meseca i moguće je da ćemo u budućnosti posmatrati i druge karakteristike manifestacija
motivacije kod studenata. Još uvek postoji veliki broj problema u organizaciji procesa studiranja na
univerzitetima pomoću digitalnih tehnologija. Da bi se akademska motivacija studenata održala na
visokom nivou tokom učenja na daljinu, potrebno je da budu kreirane nove obrazovne tehnologije,
uz primenu digitalnih medija i internet komunikacije u obrazovnom procesu.
AB  - With regard to the current situation in the world and exceptionally rapid spread of the COVID-19
virus, a self-isolation regime was introduced in Russia. Due to introduced measures as well as for
security reasons, all educational institutions introduced remote learning, which represents distantial
interaction of students with teachers through application of different internet technologies, and which
is the subject of research in this paper. It is believed that self-preservation directs a person’s behaviour
towards survival and endurance thus enabling them to overcome unfavourable conditions when the
regular activities and environment are changed. The objective of this research is to analyse influence
of self-isolation conditions on psychological enduranceand academic motivation of students. The
research sample consists of 84 students aged 18 to 22, from different Moscow universities. The
following methods were applied in research: 1. Methodology for studying motivation of university
students (T. I. Iljin); 2. Academic motivation scale – questionnaire developed by T. O. Gordejev, O. A.
Sicev and E. N. Osin; 3. Endurance test (Hardiness Survey – Salvatore R. Maddi, in adaptation of D. A.
Leontjev, E. I. Raskazov). The paper underlines that correlation analysis established relations between
endurance construct and academic motivation of students. Besides, the important relations between
indicators like cognitive motivation, achievement motivation and motivation for self-development,
and all components of psychological immunity have been discovered. The research results show
that connection between endurance components and the scale of introjected motivation, external
motivation and amotivation has been established. During the self-isolation period, the average and
high level of endurance was observed at students, while the positive effects of academic motivation
were also perceived. On this grounds it can be assumed that the subjects demonstrate personal
endurance during COVID-19 pandemic when there is a great number of frustrating factors that
influence mental state of people. However, this period lasted for four months and it is possible that
in future we will also observe other features of motivation manifestation at students. There is still a
great number of issues in organization of studying process via digital technologies at universities. To
maintain a high level of academic motivation of students during remote studying, it is necessary to
create new educational technologies with application of digital media and internet communication
in educational process.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Psihološka izdržljivost i akademska motivacija studenata tokom pandemije COVID-19
T1  - Psychological endurance and academic motivation of students during COVID-19 pandemic
EP  - 39
SP  - 38
UR  - https://hdl.handle.net/21.15107/rcub_ipir_495
ER  - 

@conference{
author = "B. Mikhailova, Olga",
year = "2020",
abstract = "Trenutna situacija u svetu i suviše brzo širenje virusa COVID-19 doveli su do toga da u Rusiji bude
uveden režim samoizolacije. Zbog uvedenih mera, kao i iz bezbednosnih razloga, sve obrazovne
institucije su pribegle učenju na daljinu, koje predstavlja distancionu interakciju studenata sa
nastavnicima, uz primenu različitih internet tehnologija, što predstavlja predmet istraživanja u ovom
radu. Smatra se da samoodržavanje usmerava ponašanje ličnosti ka opstanku i izdržljivosti i time se
omogućava prevazilaženje nepovoljnih uslova prilikom promene ustaljenih aktivnosti i okruženja. Cilj
ovog istraživanja je da se analizira uticaj uslova samoizolacije na psihološku izdržljivost i akademsku
motivaciju studenata. Uzorak istraživanja čine 84 studenta, starostiod 18 godina do 22 godine, sa
različitih moskovskih fakulteta. U istraživanju su primenjene sledeće metode: 1. metodologija za
proučavanje motivacije tokom studiranja (T. I. Iljina); 2. Skala akademske motivacije – upitnik koji su
razvili T. O. Gordejeva, O. A. Sičev i E. N. Osin; 3. test izdržljivosti (Hardiness Survey– Salvatore R. Maddi,
u adaptaciji D. A. Leontjeva, E. I. Raskazova). U radu se ističe da su kao rezultat korelacijske analize
utvrđeni odnosi između konstrukta izdržljivosti i akademske motivacije studenata. Pored toga,
otkriveni su važni odnosi između pokazatelja, kao što sukognitivna motivacija, motivacija postignuća,
motivacija za samorazvoj i svih komponenata psihološkog imuniteta. Nalazi istraživanja pokazuju da
je utvrđena povezanost između komponenata izdržljivosti i skale introjekcijske motivacije, eksternalne
motivacije i amotivacije. Tokom perioda samoizolacije kod studenata je zabeležen prosečan i visok
nivo izdržljivosti, ali su uočeni i pozitivni pokazatelji akademske motivacije. Na osnovu toga može se
pretpostaviti da ispitanici pokazuju ličnosnu izdržljivost tokom pandemije COVID-19, kada postoji
veliki broj frustrirujućih faktora koji utiču na psihološko stanje ljudi. Međutim, ovaj period je trajao
četiri meseca i moguće je da ćemo u budućnosti posmatrati i druge karakteristike manifestacija
motivacije kod studenata. Još uvek postoji veliki broj problema u organizaciji procesa studiranja na
univerzitetima pomoću digitalnih tehnologija. Da bi se akademska motivacija studenata održala na
visokom nivou tokom učenja na daljinu, potrebno je da budu kreirane nove obrazovne tehnologije,
uz primenu digitalnih medija i internet komunikacije u obrazovnom procesu., With regard to the current situation in the world and exceptionally rapid spread of the COVID-19
virus, a self-isolation regime was introduced in Russia. Due to introduced measures as well as for
security reasons, all educational institutions introduced remote learning, which represents distantial
interaction of students with teachers through application of different internet technologies, and which
is the subject of research in this paper. It is believed that self-preservation directs a person’s behaviour
towards survival and endurance thus enabling them to overcome unfavourable conditions when the
regular activities and environment are changed. The objective of this research is to analyse influence
of self-isolation conditions on psychological enduranceand academic motivation of students. The
research sample consists of 84 students aged 18 to 22, from different Moscow universities. The
following methods were applied in research: 1. Methodology for studying motivation of university
students (T. I. Iljin); 2. Academic motivation scale – questionnaire developed by T. O. Gordejev, O. A.
Sicev and E. N. Osin; 3. Endurance test (Hardiness Survey – Salvatore R. Maddi, in adaptation of D. A.
Leontjev, E. I. Raskazov). The paper underlines that correlation analysis established relations between
endurance construct and academic motivation of students. Besides, the important relations between
indicators like cognitive motivation, achievement motivation and motivation for self-development,
and all components of psychological immunity have been discovered. The research results show
that connection between endurance components and the scale of introjected motivation, external
motivation and amotivation has been established. During the self-isolation period, the average and
high level of endurance was observed at students, while the positive effects of academic motivation
were also perceived. On this grounds it can be assumed that the subjects demonstrate personal
endurance during COVID-19 pandemic when there is a great number of frustrating factors that
influence mental state of people. However, this period lasted for four months and it is possible that
in future we will also observe other features of motivation manifestation at students. There is still a
great number of issues in organization of studying process via digital technologies at universities. To
maintain a high level of academic motivation of students during remote studying, it is necessary to
create new educational technologies with application of digital media and internet communication
in educational process.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Psihološka izdržljivost i akademska motivacija studenata tokom pandemije COVID-19, Psychological endurance and academic motivation of students during COVID-19 pandemic",
pages = "39-38",
url = "https://hdl.handle.net/21.15107/rcub_ipir_495"
}

B. Mikhailova, O.. (2020). Psihološka izdržljivost i akademska motivacija studenata tokom pandemije COVID-19. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 38-39.
https://hdl.handle.net/21.15107/rcub_ipir_495

B. Mikhailova O. Psihološka izdržljivost i akademska motivacija studenata tokom pandemije COVID-19. in Motivacija u obrazovanju između teorije i prakse. 2020;:38-39.
https://hdl.handle.net/21.15107/rcub_ipir_495 .

B. Mikhailova, Olga, "Psihološka izdržljivost i akademska motivacija studenata tokom pandemije COVID-19" in Motivacija u obrazovanju između teorije i prakse (2020):38-39,
https://hdl.handle.net/21.15107/rcub_ipir_495 .

TY  - CONF
AU  - B. Mikhailova, Olga
AU  - Avagjan, Karina
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/509
AB  - Aktuelni procesi globalizacije zahtevaju poznavanje stranog jezika kao neophodnog instrumenta
komunikacije u savremenom društvu. Suština kognitivnog razvoja tokom odrasle dobi ne zasniva se
na proširivanju dijapazona sposobnosti, niti na promeni njihove strukture, već na fleksibilnoj upotrebi
intelekta u različitim periodima života. U procesu učenja odrasla osoba teži da ostvari rezultate što
je moguće pre, te je u stanju da usvaja gradivo ubrzanim tempom i da ga savlađuje uprkos visokoj
kompleksnosti predmeta učenja. Kod odraslih osoba fokus učenja je usmeren na operativno
korišćenje stečenog znanja u praksi, tako da se od najrelevantnijih komponenata motivacija prilikom
učenja stranog jezika u odrasloj dobi izdvaja praktična primena stečenih znanja. Navedene tvrdnje
ukazuju na to da bi za učenje gramatike trebalo odrediti ograničeno vreme (po potrebi), leksički fond
treba popunjavati u meri koja je neophodna za uspešno izvršenje praktičnih zadataka, a praksu treba
sprovoditi u skladu sa prirodnim jezičkim okruženjem kroz dijaloge ličnog karaktera iz svakodnevnih
životnih situacija. Konsekventno učenje gramatike i leksike, praćeno prelaskom na vežbe utvrđivanja i
ponavljanja gradiva koje su tipične za tradicionalne metode, ne motiviše odrasle da stiču i konsoliduju
nova znanja. Pretpostavlja se da polaznik neće postati aktivni govornik stranog jezika izrađujući
veštački napravljene vežbe. Stoga je neophodno aktivno primenjivati komunikativnu metodu u okviru
koje se novi materijali objašnjavaju na stranom jeziku, tako što se koriste poznati izrazi, usvojena
leksika i gramatičke konstrukcije. U ovom pristupu poželjno je koristiti i vizuelna nastavna sredstva.
Rezultati naše analize pokazuju da su ključni sledeći segmenti za formiranje pozitivne motivacije
prilikom učenja stranih jezika u odrasloj dobi: 1) postavljanje govornog aparata za fonetski sistem
stranog jezika; 2) razvoj komunikativnih veština od samog početka učenja; 3) postepeno uklanjanje
jezičke barijere; 4) razvijanje veštine slušanja i ponavljanja za govornikom; 5) formiranje veštine
pravilnog i aktivnog govora; 6) brzo proširivanje leksičkog fonda; 7) dinamičnost, jednostavnost i
efikasnost pozitivne komunikacije nastavnika sa polaznicima stranog jezika.
AB  - The current globalization processes require the knowledge of a foreign language as a necessary
communication instrument in modern society. The essence of cognitive development in adulthood
is not based on expanding the range of capabilities or changing their structure, but on flexible use of
intellect in different periods of life. In the learning process, the adult person seeks to attain results as
soon as possible, and they are capable of adopting the learning material at a faster pace and grasp it
despite a high complexity of the learning topic. The adults focus their learning on operational use of
the acquired knowledge in practice, hence the applied use of acquired knowledge stands out as the
most relevant component of motivation when learning a foreign language in adulthood. The stated
claims indicate that grammar learning should be restricted to a limited time (as needed), lexical
fund should be filled to the extent necessary for successful execution of practical tasks, and practice
should be carried out in line with a natural linguistic environment through personal type dialogues
from everyday situations. Consequential learning of grammar and lexis followed by transition
to repetition exercises typical for traditional method, does not motivate the adults to acquire and
consolidate new knowledge. It is presumed that the attendant cannot become the active speaker of
a foreign language by creating artificially made exercises. Therefore, it is necessary to actively apply
communication method within which new materials shall be explained in a foreign language by
using familiar expressions and adopted lexis and grammatical constructions. In this approach it is
desirable to use visual means as well. The results of our analysis show that the following segments are
crucial for creating a positive motivation when learning a foreign language in adulthood: 1) setting
vocal apparatus for the phonetic system of a foreign language; 2) developing communication skills
from the very beginning of learning; 3) gradual removal of the language barrier; 4) developing the
skills of listening and repeating after speaker; 5) forming the skill of accurate and active speech; 6)
quick increase of lexical fund; 7) dynamism, simplicity and efficiency of positive communication of a
teacher with foreign language learners.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Značaj motivacije prilikom učenja stranih jezika u odrasloj dobi
T1  - Importance of motivation when learning foreign languages in adulthood
EP  - 67
SP  - 66
UR  - https://hdl.handle.net/21.15107/rcub_ipir_509
ER  - 

@conference{
author = "B. Mikhailova, Olga and Avagjan, Karina",
year = "2020",
abstract = "Aktuelni procesi globalizacije zahtevaju poznavanje stranog jezika kao neophodnog instrumenta
komunikacije u savremenom društvu. Suština kognitivnog razvoja tokom odrasle dobi ne zasniva se
na proširivanju dijapazona sposobnosti, niti na promeni njihove strukture, već na fleksibilnoj upotrebi
intelekta u različitim periodima života. U procesu učenja odrasla osoba teži da ostvari rezultate što
je moguće pre, te je u stanju da usvaja gradivo ubrzanim tempom i da ga savlađuje uprkos visokoj
kompleksnosti predmeta učenja. Kod odraslih osoba fokus učenja je usmeren na operativno
korišćenje stečenog znanja u praksi, tako da se od najrelevantnijih komponenata motivacija prilikom
učenja stranog jezika u odrasloj dobi izdvaja praktična primena stečenih znanja. Navedene tvrdnje
ukazuju na to da bi za učenje gramatike trebalo odrediti ograničeno vreme (po potrebi), leksički fond
treba popunjavati u meri koja je neophodna za uspešno izvršenje praktičnih zadataka, a praksu treba
sprovoditi u skladu sa prirodnim jezičkim okruženjem kroz dijaloge ličnog karaktera iz svakodnevnih
životnih situacija. Konsekventno učenje gramatike i leksike, praćeno prelaskom na vežbe utvrđivanja i
ponavljanja gradiva koje su tipične za tradicionalne metode, ne motiviše odrasle da stiču i konsoliduju
nova znanja. Pretpostavlja se da polaznik neće postati aktivni govornik stranog jezika izrađujući
veštački napravljene vežbe. Stoga je neophodno aktivno primenjivati komunikativnu metodu u okviru
koje se novi materijali objašnjavaju na stranom jeziku, tako što se koriste poznati izrazi, usvojena
leksika i gramatičke konstrukcije. U ovom pristupu poželjno je koristiti i vizuelna nastavna sredstva.
Rezultati naše analize pokazuju da su ključni sledeći segmenti za formiranje pozitivne motivacije
prilikom učenja stranih jezika u odrasloj dobi: 1) postavljanje govornog aparata za fonetski sistem
stranog jezika; 2) razvoj komunikativnih veština od samog početka učenja; 3) postepeno uklanjanje
jezičke barijere; 4) razvijanje veštine slušanja i ponavljanja za govornikom; 5) formiranje veštine
pravilnog i aktivnog govora; 6) brzo proširivanje leksičkog fonda; 7) dinamičnost, jednostavnost i
efikasnost pozitivne komunikacije nastavnika sa polaznicima stranog jezika., The current globalization processes require the knowledge of a foreign language as a necessary
communication instrument in modern society. The essence of cognitive development in adulthood
is not based on expanding the range of capabilities or changing their structure, but on flexible use of
intellect in different periods of life. In the learning process, the adult person seeks to attain results as
soon as possible, and they are capable of adopting the learning material at a faster pace and grasp it
despite a high complexity of the learning topic. The adults focus their learning on operational use of
the acquired knowledge in practice, hence the applied use of acquired knowledge stands out as the
most relevant component of motivation when learning a foreign language in adulthood. The stated
claims indicate that grammar learning should be restricted to a limited time (as needed), lexical
fund should be filled to the extent necessary for successful execution of practical tasks, and practice
should be carried out in line with a natural linguistic environment through personal type dialogues
from everyday situations. Consequential learning of grammar and lexis followed by transition
to repetition exercises typical for traditional method, does not motivate the adults to acquire and
consolidate new knowledge. It is presumed that the attendant cannot become the active speaker of
a foreign language by creating artificially made exercises. Therefore, it is necessary to actively apply
communication method within which new materials shall be explained in a foreign language by
using familiar expressions and adopted lexis and grammatical constructions. In this approach it is
desirable to use visual means as well. The results of our analysis show that the following segments are
crucial for creating a positive motivation when learning a foreign language in adulthood: 1) setting
vocal apparatus for the phonetic system of a foreign language; 2) developing communication skills
from the very beginning of learning; 3) gradual removal of the language barrier; 4) developing the
skills of listening and repeating after speaker; 5) forming the skill of accurate and active speech; 6)
quick increase of lexical fund; 7) dynamism, simplicity and efficiency of positive communication of a
teacher with foreign language learners.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Značaj motivacije prilikom učenja stranih jezika u odrasloj dobi, Importance of motivation when learning foreign languages in adulthood",
pages = "67-66",
url = "https://hdl.handle.net/21.15107/rcub_ipir_509"
}

B. Mikhailova, O.,& Avagjan, K.. (2020). Značaj motivacije prilikom učenja stranih jezika u odrasloj dobi. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 66-67.
https://hdl.handle.net/21.15107/rcub_ipir_509

B. Mikhailova O, Avagjan K. Značaj motivacije prilikom učenja stranih jezika u odrasloj dobi. in Motivacija u obrazovanju između teorije i prakse. 2020;:66-67.
https://hdl.handle.net/21.15107/rcub_ipir_509 .

B. Mikhailova, Olga, Avagjan, Karina, "Značaj motivacije prilikom učenja stranih jezika u odrasloj dobi" in Motivacija u obrazovanju između teorije i prakse (2020):66-67,
https://hdl.handle.net/21.15107/rcub_ipir_509 .