St. Tikhon’s University Review . Series IV: Pedagogy. Psychology

The article describes the development of processes in religious education as well as educational initiatives, organisational and pedagogical conditions and administrative and managerial solutions of the Russian Orthodox Church in the sphere of education during the period of 1990–2015. The revitalisation of educational activity of the largest religious organisation in post-Soviet Russia is examined in the unity of the three directions, i.e. the religious education itself, established and implemented by church institutions as well as their interaction with state-run and municipal educational systems and institutions. The use of the method of longitudinal inclusive observation, analysis of offi cial records, the method of “oral history”, the method of historical reconstruction applied in the humanities-related studies was aimed at testing the hypothesis about the specifi city of development of educational activity of the Russian Orthodox Church. The results obtained have led to the following conclusions. The educational activity of the Russian Orthodox Church in the studied period was determined by the style of management of the ruling patriarch, which has conditioned the two stages in its study, i.e. from 1990 to 2008 and from 2009 to 2015. Religious education of the Russian Orthodox Church from 1990 to 2008 was arranged and implemented mostly on the level of parishes, while on the level of dioceses and on the church-wide level the existing attampts were mostly supported and, more rarely, not supported due to their non-conformity with the ideas about traditions of Orthodox education; from 2009 to 2015, the arrangement of the religious education of the Russian Orthodox Church developed in the direction from the church-wide to diocesan and parochial levels of administration. Educational initiatives of the Russian Orthodox Church from 1990 to 2008 were primarily implemented on the level of parishes, while on the diocesan and church-wide levels the educational initiatives of the Russian Orthodox Church were addressed to employees of the system of state and municipal administration; from 2009 to 2015, the educational initiatives of the Russian Orthodox Church prevailed over those parish-oriented, which was refl ected in making a package of church-wide documents that regulate the educational activity of the Russian Orthodox Church. Administrative and pedagogical conditions of education in 1990–2008 are characterised by strategies of “reconstructing” the preceding attempts in Orthodox education, in 2009–2015 they came to be accompanied by strategies of “state-driven” regulation in the sphere of education expressed in the organisationof processes of developing educational standards, church-wide publishing of study materials, church-based licensing and authentication of educational institutions and programmes. The development and adoption of administrative-managerial recisions in 1990–2008 was carried out in the process of interaction between the church-driven and state-municipal systems of administration, in 2009–2015 in running the educational activity of the Russian Orthodox Church prevailed decisions taken in the process of interaction of the church-wide and state systems of managing education.

religious education, state-municipal education, history of pedagogy, educational initiatives, educational activities of Russian Orthodox Church

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15. Skliarova T. V. (2016) “Pravoslavnoe obrazovanie v sovremennoi Rossii: struktura i soderzhanie” [Orthodox education in modern Russia: the structure and content]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2016, vol. 1 (40), pp. 9–16.

Sklyarova Tatiana

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

The reported study was funded by RFBR according to the research project № 19-013-00228.

The article deals with the process of establishing of American system of education from the fi rst schools in the New World till the present time. Being an essential part of culture in any society, education forms a spiritual image of people, their system of values, and aspiration. The author analyses some features of the philosophy of American education, its religious foundation that comes from Christian Europe. In the 17th — 18th centuries, the opening of schools and colleges was a religious enterprise. Furthermore, the educationalists of the young republic considered education a cornerstone of the new-born culture; therefore, colleges and later universities started playing a role of spiritual centres for the nation. According to some researchers, science became a new religion, whereas universities came to be a new church that had power to unite people on the basis of spiritual community and spiritual growth of a person. In the 17th century, students went to colleges to know the truth, whereas in the 19th century, due to scientifi c developments, the emergence of the theory of evolution, and technical revolutions, the unchangeable and eternal category of truth is being changed into truths-facts that can transform and should be proven through scientific experiments. Throughout this period, at American educational institutions students acquire skills of critical thinking and learn how to prove their viewpoints. At the next stage of the development of the national educational system, truths-facts were replaced with opinions. At present, American colleges and universities off er ‘fluff ’ courses reflecting utilitarian wants and interests of students who are seen as consumers of educational services; opinions become a major product of the educational activity. This leads to the deintellectualisation of science on the whole and to erosion of knowledge.

history of American higher education, philosophy of education, American educational traditions, educational (academic) values, truth and truths, knowledge, opinions

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Loginova Marina

The article is devoted to the topical problem of methodology in the field of scientific and pedagogical research, i.e. the analysis of the prerequisites for the design of humanities-related expertise as a method of scientifi c knowledge in pedagogy. The emphasis is on substantiating the role, purpose and instrumental support of humanities-related expertise in education. The three most signifi cant fundamental methods in pedagogy are hypothetically singled out and considered, which make it possible to determine the scientifi c foundations of the method of humanities-related examination and its instrumental part of application in pedagogical research. These include pedagogical observation, pedagogical refl ection, and pedagogical hermeneutics. The presented study refl ects the content of the experience and conclusions of Russian scientists who employed the method of humanities-related expertise in order to determine the risks of approbation and implementation of new technologies in human life. The special purpose of humanities-related expertise in providing an ethical dimension in the process of assessing risks associated with modern innovative projects is emphasised. The study raises the problem of the formation of the expert position of the teacher, focused on the application of the method of humanities-related expertise in the practice of pedagogical activity directly in the conditions of work with children. The article has a character of an analytical outline and forms an idea of the areas of scientifi c research in which the method of humanities-related expertise is presented as a subject of research. Based on the study, a signifi cant clarifi cation is made in the understanding of humanities-related expertise in education as a research method that is synergistic in nature and aimed at analysing the humanities-related potential of the process and the results obtained in the situation of introducing pedagogical innovations through the use of educational technologies, as well as in the context of the introduction of innovative pedagogical models and systems.

research activity, humanities-related expertise, Russian pedagogy, pedagogical research, methods of pedagogical research, method of humanities-related expertise, pedagogical observation, pedagogical refl ection, pedagogical hermeneutics

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3. Bratchenko S. (1993) Vvedenie v gumanitarnuyu expertisu obrasovaniya (psychologicheskyi aspect) [Introduction to the humanities-related examination of education (psychological aspect)]. Moscow (in Russian).
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13. Yasvin V. (2001) Obrazovatel'naya sreda: ot modelirovaniya k proektirovaniyu [Educational environment: from modelling to design]. Moscow (in Russian).

Demakova Irina

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Popova Irina

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article was supported by RFBR grant 20-013-00184.

Current decrease in the general musical culture is inevitably reflected in the level of musical skills of new students of higher spiritual educational institutions of the Russian Orthodox Church; it also creates diffi culties in music teaching. At the same time, possession of the required competencies in the area of music theory is an urgent need in professional activities of graduate students. Currently, the only discipline providing for music education of the future clergy at the seminaries and academies is Church Singing. This discipline, as compared to other disciplines of the curriculum, has its own specifi city that determines its class and independent work of students, inventory and logistics management, tools and methods in mastering the subject. In this article we undertake the analyses of the existing problems in the studying of liturgical singing; present factors that negatively aff ect the educational process; analyse various practices of teaching singing; consider issues of providing for necessary conditions in receiving a high-quality education. We propose a number of measures to improve the musical and vocal level of students of theological educational institutions. Among many possible ways of solving the majority of problems in education the following are of top priority: partitioning students into smaller groups according to the level of musical training; providing all students with an opportunity to practise in parallel to the course (contextual training); development of specifi c teaching techniques for autonomous training in singing and learning church singing, and development of effi cient school books and training aids; inclusion of a course on vocal training in the curriculum; increase in the number of hours for class and personal work; active usage of innovative technology and interactive tools. Introduction of distant learning technologies at the extramural training departments of the Orthodox higher educational organisations together with the development and approbation of authorised online courses, including those from the field of music education, should be considered as positive dynamics in education.

musical education of clergy, church singing, liturgical singing, specifics and problems of education, measures for increasing efficiency of musical education, Moscow Theological Academy, vocal training, distance learning technologies

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Panteleeva Tatyana

The article presents the results of an empirical study of the features of various components of future educators' ideas about digital education: cognitive, motivational, and activity. The highest average values for all courses were obtained by the cognitive component (the importance of the IT for modern education and the prospects for their introduction into education in the future) and the motivational component (children's interest in the IT and their own motivation to use them in their professional activities). The lowest average values were obtained for the cognitive component (the introduction of IT in modern education and the level of own knowledge about IT) and the activity (the formation of the necessary skills for using the IT in their future professional activities). The presence of a direct relationship between the various components of the future educators' ideas about digital education has been revealed. The most signifi cant is the relationship between assessing the level of students' knowledge about central heating and the level of their motivation to master and implement these technologies in their professional activities. There is a contradiction between students' awareness of the importance and prospects of digital education in the present and future (as a whole for the education system, for their own professional activities, for children) and their insuffi cient knowledge and skills in this area. This is an obstacle to the use of digital technology by students in their educational activities in the present and in future pedagogical activities.

knowledge, motivation, activity, performance, digital education, digital technology, digital competence

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11. “Tsifrovaia sreda na kalendare [Elektronnyi resurs]” [The digital environment on the calenda]. Rossiiskaia gazeta, available at https://rg.ru/2016/08/24/medvedev-nazval-prioritety-v-sfereobrazovaniia.html (15.04.2020).
12. Norton P. (1983) “Computer Potential and Computer Educators: a Proactive View of Computer Education”. Educаtional Technology, 1983, vol. 23, no. 10, pp. 25–28.
13. Olofsson A. D., Fransson G., Lindberg J. O. A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative, available at https://doi.org/10.1080/03055698.2019.1651694 (01.04.2020).

Rasskazova Irina

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Ozhogova Elena

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article presents the system of principles of educational communication based on the comparative analysis of the educational principles of Orthodox and secular pedagogy and proceeds from the humanities-based pedagogical paradigm of the ontological essence of education and from the value-semantic nature of pedagogical interaction. The principles regulate the activity of an Orthodox teacher at a secular university and ensure the transition from theoretical pedagogical knowledge to normative. The principles meet the following requirements: 1) they refl ect the “territory of agreement” between Orthodox and secular pedagogy, 2) they comply with the characteristics of students as a socio-demographic group and 3) they meet the secular nature of the educational process at the university. The principles are formulated in three groups: 1) basic principles (culture-building, systematic, adaptive, related to life and future professional activities of students, co-transformation of the teacher and students); 2) the principles that determine the logic of pedagogical activity (“cultural elevator”, the preliminary destruction of stereotypes); 3) the principles that determine the forms of educational interaction (dialogism, imagery, appeal to personal experience, versatility).

Orthodox Christianity, traditional values, education, educational communication, principle of education, student, humanities-based pedagogical paradigm, dialogue

1. Borytko N. M., Solovtsova I. A., Baybakov A. M. (2007) Pedagogika [Pedagogy]. Moscow (in Russian).
2. Danilyuk A. Ya., Kondakov A. M., Tishkov V. A. (2009) Kontseptsiya duhovno-nravstvennogo razvitiya i vospitaniya lichnosti grazhdanina Rossii [The theory of spiritual and moral development of the Russian citizen]. Moscow (in Russian).
3. Divnogortseva S. Yu. (2004) Teoreticheskaya pedagogika [Theoretical pedagogy]. Moscow (in Russian).
4. Kraevskiy V. V., Berezhnova E. V. (2008) Metodologiya pedagogiki. Noviy etap [Methodology of pedagogy. The new stage]. Moscow (in Russian).
5. Luzina L. M. (2008) Chelovek v problemnom pole vospitaniya [The person in the problematic field of education]. Pskov (in Russian).
6. Maslov N. V. (2006) Osnovy russkoy pedagogiki [Fundamentals of Russian pedagogy]. Moscow (in Russian).
7. Muhina V. S. (2004) Vozrastnaya psihologiya: fenomenologiya razvitiya, detstvo, otrochestvo [Agerelated psychology: Phemenology of its development, childhood, adolescence]. Moscow (in Russian).
8. Plugar O. A. (2015) “Molodezh kak sotsialnaya gruppa: opredelenie, socialno-demodrafi cheskiye harakteristiki i perspektivniye napravleniya issledovaniya” [Youth as a social group: Sociodemographic characteristics and promising areas of reseach]. Sovremenniye problemy nauki i obrazovaniya, 2015, vol. 2, pp. 11–17 (in Russian).
9. Schurkova N. E. Pedagogika. Vospitatelnaya deyatelnost pedagoga [Pedagogy. Educational Activity of Teacher]. Moscow (in Russian).
10. Skliarova T. V. (2019) Vozrastnaya psihologiya. Ot rozhdeniya do starosti [Age-related psychology: From the birth to old age]. Moscow (in Russian).
11. Slobodchikov V. I., Isaev E. I. (2014) Vvedeniye v psihologiyu sub’ektivnosti [Introduction to psychology of subjectivity]. Moscow (in Russian).
12. Solovtsova I. A., Sirotina E. A. (2019) “Kulturologicheskiy podhod k prepodavaniyu osnov pravoslavnoy kultury v obcsheobrazovatelnoy shkole” [Culturological approach to teaching the basics of Orthodox Christian culture at a secondary school”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psihologiya, 2019, vol. 52, pp. 9–21 (in Russian).
13. Strayegiya razvitiya vospitaniya v Rossiyskoy Federatsii na period do 2015 goda [Strategy of development of moral education in the Russian Federation up to 2015], available at: http://council.gov.ru/media/fi les/41d536d68ee9fec15756.pdf (12.04.2020) (in Russian).
14. Studencheskaia molodezh kak osobaya sotsialno-demografi cheskaya kategoriya [Students as a specific social and demographic category], available at: https://scientificarticle.ru/images/PDF/2017/21/studencheskaya-molodezh.pdf (19.05.2020).

Solovtsova Irina

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Avramov Vladimir, priest

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Patrin Viacheslav, priest

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article presents the results of an analysis of Russian ABC-books, primers, readers, published in 1900–1925. Presentations of the space surrounding the child, which is arranged for him by adults in didactic literature are examined. At the turn of the 19th and 20th centuries, the world was changing rapidly. The growth of cities, an increase in the number of their residents, the formation of a special urban discourse — all these processes aff ected the countries of Europe, the USA, and Russia. This process is refl ected in the pages of books for initial literacy. More often than others, the following characteristics of the city were represented in them: the number of houses and fl oors in them, long and wide paved streets, city lighting, new vehicles (car, tram, bicycle). Less commonly: a large number of people, their purely urban occupations and professions; trade, shopping on the market; work in a factory or plant. Mentioning the city as a centre of government, politics and ideology, a place of education and culture is very rare. The latter signs were characteristic only of the description of the capital cities, i.e. Moscow and St. Petersburg. These characteristics of the city were implemented by the authors both in the texts and in the illustrative materials of the manuals. Visual and textual narratives did not coincide, but complemented and explained each other. The images helped to compare the city with the village, identify diff erences, see the general and the special. A child could get a holistic view of the city as a complex social and cultural phenomenon.

textbook, ABC-book, primer, text, illustration, city, educational space, urban discourse

1. (1923) Zelenyi shum. Khrestomatiia dlia trudovoi shkoly: pervyi god [Green noise. Textbook for labour school: the first year]. Moscow; Petrograd (in Russian).
2. (1925) Novaia derevnia. Kniga dlia chteniia v 1 gr. sel'skoi shkoly [New village. A book for reading in the 1st group of a rural school]. Moscow; Leningrad (in Russian).
3. (1993) European Urban History. London.
4. (2001) Gorod v protsessakh istoricheskikh perekhodov: Teoreticheskie aspekty i sotsiokul'turnye kharakteristiki [The city in the processes of historical transitions: Theoretical aspects and socio-cultural characteristics]. Moscow (in Russian).
5. Afanas'ev P. O. (1924) Chitai, pishi, schitai [Read, write, count]. Moscow; Leningrad (in Russian).
6. Bezrogov V. (2020) “City images as presented in elementary schoolbooks in the middle of the 19th century”. Gumanitarnye vedomosti TGPU im. L. N. Tolstogo, 2020, vol. 1, pp. 193–213.
7. Bezrogov V. G., Tendriakova M. V. (2019) Ot dvenadtsati v “Detskom mire” K. D. Ushinskogo k tridtsati piati v “Nashem druge” N. A. Korfa: razgovor russkogo barona s nemetskimi uchiteliami [From twelve in K. D. Ushinsky's “Children's world” to thirty-fi ve in N. A. Korf's “Our friend”: a conversation between a Russian Baron and German teachers]. Psikhologopedagogicheskii poisk, 2019, vol. 3 (51), pp. 84–107 (in Russian).
8. Bogoraz-Tan V. G. (1927) Bukvar' dlia severnykh narodnostei [A primer for Northern peoples]. Moscow (in Russian).
9. Chernichkina A. A. (2016) “Naturfi losofi ia nemetskogo romantizma: kul'tura i estestvoznanie” [Natural philosophy of German romanticism: culture and natural science]. Metafizika, 2016, vol. 2 (20), pp. 153–166 (in Russian).
10. Elson Ruth Miller (1966). Guardians Tradition. American Schoolbooks of the Nineteenth Century. Lincoln.
11. Ford Derek (2017). Education and the Prodacion of Space. Political Pedagogy, Geography, and Urban Revolution. New York; London.
12. Lynch K. (1960) The Image of the City. Harvard.
13. Million Angela, Heinrich Anna Juliane, Coelen Thomas (eds) (2017). Education, Space and Urban Planning. Education as a Component of the City. Berlin.
14. Mironositskii P. P. (1922) Slovechko. Knizhka dlia obucheniia gramote s metodicheskimi ukazaniiami dlia uchitelia [A tiny word. A book for teaching literacy with methodical instructions for the teacher]. Irkutsk (in Russian).
15. Reinhard J. (1994) “Die Verbreitung von Schulen in Franken und in der Kuroberpfalz zwischen 1250 und 1520 unter historisch-geographischer Fragestellung” in Dickerhof Harald (hrsg). Bildungs- und schulgeschichtliche Studien zu Spätmittelalter, Reformation und konfessionellem Zeitalter. Wiesbaden, pp. 117–128.
16. Reinhard J. (2005) “Spätmittelalterliche Schullandschaften in Franken und in Bayern 1250–1520: ein Vergleich anhand ausgewählter Perspektiven und Beispiele” in: Flachenecker Helmut (hrsg.). Schullandschaften in Altbayern, Franken und Schwaben: Untersuchungen zur Ausbreitung und Typologie des Bildungswesens in Spätmittelalter und Früher Neuzeit. München, pp. 157–182.
17. Tendriakova M. V., Bezrogov V. G. (2018) “‘Gab ihnen der liebe Gott…’, ili Bog i priroda v nemetskikh i russkikh uchebnikakh XVIII — nachala XIX v.” [“'Gab ihnen der liebe Gott...', or God and nature in German and Russian textbooks of the XVIII — early XIX centuries”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2018, vol. 48, pp. 19–48 (in Russian).
18. Tendriakova M. V., Bezrogov V. G. (2019) “Gorod i Korf: figura urbis novae v uchebnykh knigakh dlia zemskoi shkoly” [“Gorod and Korf: figura urbis romae in study books for the Zemstvo school”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2019, vol. 55, pp. 110–127 (in Russian).
19. Tendriakova M. V., Bezrogov V. G. (2019) Korf i Gorod: fi gura Urbis capitis v uchebnoi literature dlia zemskoi shkoly [Korf and the City: Figura urbis capitis in elementary textbooks for rural school of the 2nd half of the 19th century]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2019, vol. 54, pp. 96–117 (in Russian).
20. World Urbanization Prospects: The 2005 Revision. Population Division of the Department of Economic and Social Affairs of the United Nations Secretariat, in Department of Economic and Social Affairs Population Division, available at https://www.webcitation.org/616JzmmHE (25.12.2020).

Romashina Ekaterina

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

The study was carried out with the financial support of the Russian Federal Property Fund in the framework of scientific project No. 20-013-00246.

The article presents the results of studying the features of representations of care in students of psychological and pedagogical direction and gives their psychological interpretation. The data obtained in the course of the research allow us to identify some areas for the development of adequate ideas about care in the preparation of bachelors in the field of psychology and pedagogy at the university. This seems necessary, since their future professional activities are directly related to providing care for their wards. Features of students ideas about care were studied by comparing them with the ideas about this phenomenon in experienced teachers of preschool educational institutions, as well as scientifi c understanding of it. Based on the analysis of scientifi c literature, we assumed: 1) associations related to the emotional component of care in connection with the intensive development of emotional potential in youth, a way of life that does not involve responsibility for other people will prevail in the ideas about the care of students in the fi eld of psychological and pedagogical education; 2) teachers ideas about care will refl ect its connection with activities, work, and are more saturated with characteristics related to the behavioral component of care, since, due to their richer life and professional experience of its implementation, care for them appears as a contribution to another, requiring the investment of their own forces. The main method of research was a group associative experiment, the results of which confi rmed our hypothesis. It was concluded that care is deeply woven into the life and work of educators, future educators and is associated with the phenomena of goodness, love, and warmth that are important for every person. Scientifi c ideas can enrich the ordinary, revealing the connection of care with meaning, with self-fulfi llment, showing not only its signifi cance for human life, but also for the World in general. Students of psychological and pedagogical direction in the course of training at the University should be equipped with specifi c tools for caring for wards, expanding its behavioral component, and show that care is, fi rst of all, work that is important to perform even when it does not bring pleasure.

care, care in pedagogical activity, ideas about care, development of ideas about care, features of students ideas, implicit picture of the world, associative experiment

1. Amonashvili Sh. A. (2017) Bez serdtsa chto poimem? [Without a heart, what will we understand?]. Moscow (in Russian).
2. Andreeva M. V., Baranov A. A. (2018) Psikhologiia zaboty cheloveka o cheloveke: fenomenologiia, ontogenez, empirika [Psychology of a person’s concern for a person: phenomenology, ontogenesis, empiricism]. Izhevsk (in Russian).
3. Bystrova V. V. (2014) “Vospitatel̓naia sistema organizatsii pedagogicheskoi zaboty o podrostkakh, nakhodiashchikhsia v situatsii sotsial̓nogo neravenstva” [“The educational system of organizing pedagogical care for adolescents in situations of social inequality”]. Chelovek i obrazovanie, 2014, vol. 2 (39), pp. 140–144 (in Russian).
4. Demina I. A. (2000) “Psikhologicheskie osobennosti planirovaniia budushchego v vozraste rannei iunosti” [“Psychological features of future planning in early adolescence”]. Izvestiia altaiskogo gosudarstvennogo universiteta, 2000, vol. 2, pp. 18–22 (in Russian).
5. Fromm E. Iskusstvo liubit' (2020) [The art of loving]. Moscow: AST (Russian translation).
6. Kon I. S. (1989) Psikhologiia rannei iunosti [Psychology of early youth]. Moscow: Prosveshchenie (in Russian).
7. May R. Liubov' i volia (1997) [Love and will]. Moscow: Refl-buk, Vakler (Russian translation).
8. Oleinikova A. V. (2011) “Aktualizatsiia problemy formirovaniia tsennostno-smyslovykh orientatsii v iunosheskom vozraste” [“Actualization of the problem of formation of value-semantic orientations in youth”]. Vestnik Taganrogskogo gosudarstvennogo pedagogicheskogo institutа, 2011, vol. 2, pp. 135–139 (in Russian).
9. Ovcharova R. V. (2003) Psikhologicheskoe soprovozhdenie roditel'stva [Psychological support for parenthood]. Moscow: Izdatel'stvo Instituta Psikhoterapii (in Russian).
10. Petrenko V. F. (2005) Osnovy psikhosemantiki [Basics of psychosemantics]. St. Petersburg: Piter (in Russian).
11. Platonova S. M., Dementei N. V. “Pedagogika obshchei zaboty kak prodolzhenie traditsii russkoi pedagogiki” [“Pedagogy of General care as a continuation of the traditions of Russian pedagogy”]. Sotsial'naia pedagogika, vol. 1–2, pp. 130–133 (in Russian).
12. Popov L. M., Golubeva O. Iu., Ustin P. N. (2008) Dobro i zlo v eticheskoi psikhologii lichnosti [Good and evil in the ethical psychology of personality]. Moscow: Izdatel'stvo Institut psikhologii RAN (in Russian).
13. Serkin V. P. (2008) Metody psikhologii sub»ektivnoi semantiki i psikhosemantiki [Methods of psychology subjective semantics and psychosemantics]. Moscow: Izdatel'stvo Pсhela (in Russian).
14. Slobodchikov V.I., Isaev E.I. (1995) Osnovy psikhologicheskoi antropologii. Psikhologiia cheloveka: Vvedenie v psikhologiiu sub»ektivnosti [Fundamentals of psychological anthropology. Human psychology: Introduction to the psychology of subjectivity]. Moscow: Shkola-Press (in Russian).
15. Tahka V. Psikhika i ee lechenie [Mind & Its Treatment: A Psychoanalytic Approach], available at: https://bookscafe.net/read/tehke_veykko-psihika_i_ee_lechenie_psihoanaliticheskiy_podhod-75057.html#p148 (08.12.2020).
16. Volovikova M. I., Mustafi na L. Sh. (2017) “Issledovanie sotsial'nykh predstavlenii o sovesti uchashcheisia molodezhi» [«Research of social ideas about the conscience of students»]. Mir obrazovaniia — obrazovanie v mire, 2017, vol. 1, pp. 141–149 (in Russian).
17. Winnicott D.W. (2005) Teoriia roditel'sko-mladencheskikh otnoshenii [The theory of the parentinfant relationship]. Zhurnal prakticheskoi psikhologii i psikhoanaliza, 2005, vol. 2, pp. 4–21 (in Russian).
18. Yalom I. (2015) Ekzistentsial'naia psikhoterapiia [Existential psychotherapy]. Moscow: Кlass (Russian translation).

Andreeva Mariya

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Nine's gratitude to Devyatykh Svetlana Viktorovna for her help in collecting empirical data.

The article discusses the results of a study of the motivation of students of the 1st — 4th years receiving pedagogical education in the subject Russian Language and Literature at Bryansk State University. 105 people were examined using a set of techniques aimed at studying the educational and professional motivation of students (“Educational motivation of students” by A. A. Rean and V. A. Yakunin modifi ed by N. Ts. Badmaeva, “Motives for choosing a profession” R.V. Ovcharova, “Motivation for studying at a university” by T. I. Ilyina). To determine the signifi cance of diff erences in the motivation of diff erent groups of students, the non-parametric Mann-Whitney test was used. To establish the relationship between students̓ motives, the Pearson correlation criterion from the SPSS 17 package was used. The motivation of diff erent groups of students was studied and compared, depending on their desire to work at school and depending on the course of study. It was found that students who want to work at school have more expressed professional, educational, professional and social motives compared to other groups of students. Other diff erences were revealed that show students who are not going to work at school are less motivated than other groups of students. It is shown that by the 3rd course, the motivation decreases, and in the 4th year it rises again. Various relationships between students’ motives have been established.

communicative motives, avoidance motives, motives of prestige, professional motives, motives of creative self-realisation, educational and cognitive motives, social motives, internal individually important motives, internal socially important motives, external positive motives, external negative motives

1. Atkinson J., Birch D. (1978) Introduction to motivation. New York.
2. Bakshaeva N., Verbitskii A. (2006) Psikhologiia motivatsii studentov [Psychology of student motivation]. Moscow (in Russian).
3. Borisova I. (2014) “Motivatsiya uchebnoi deyatel'nosti podrostkov s raznoi uspevaemost'yu” [Motivation of the educational activity of adolescents with diff erent academic achievements] in Y. Zinchenko, O. Karabanova, A. Podolsky, G. Glotova (eds) Deyatel'nostnaya teoriya ucheniya: sovremennoe sostoyanie i perspektivy. Materialy Mezhdunarodnoi nauchnoi konferentsii 6–8 fevralia 2014 [Activity theory of teaching: current state and prospects. Proceedings of the International scientifi c conference held on 6–8 February 2014]. Moscow, pp. 156–158 (in Russian).
4. Borisova I. V. Zhupieva E. I., Rabovalyuk L. N., Roslyakova N. I., Tsygankova T. N. (2016) N. V. Sidyacheva (eds) Psikhologiya razvitiya: v fokuse vnimaniya rebenok XXI veka. Monografiya. [Developmental psychology: the child of the XXI century as the focus of attention]. Novosibirsk (in Russian).
5. Bozhovich L. I. (1972) “Problema razvitiya motivatsionnoi sfery rebenka” [“The problem of development of the child's motivational sphere”] in L. I. Bozhovich, L. V. Blagonadezhin (eds) Izuchenie motivatsii povedeniya detei i podrostkov [Studying the motivation of behaviour of children and adolescents]. Moscow, pp. 7–44 (in Russian).
6. Il'in E. P. (2000) Motivatsiya i motivy [Motivation and motives]. St. Petersburg (in Russian).
7. Karpova E. V., Makarycheva I. N. (2016) “Vzaimosvyaz' refl eksivnosti i motivatsii v determinatsii uchebnoi deyatel'nosti” [Interrelation of reflectivity and motivation in the determination of educational activity”]. Yaroslavskii pedagogicheskii vestnik, 2016, vol. 6, pp. 268–273 (in Russian).
8. Khekkhauzen Kh. (2001) Psikhologiya motivatsii dostizheniya [Psychology of achievement motivation]. St. Petersburg (in Russian).
9. Leont'ev A. N. (2003) Potrebnosti, motivy i soznanie [Needs, motives and consciousness]. Moscow (in Russian).
10. Makkeland D. (2007) Motivatsiya cheloveka [Human motivation]. St. Petersburg (in Russian).
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12. Maslou A. (2008) Motivatsiya i lichnost' [Motivation and personality]. St. Petersburg (in Russian).
13. Slepko Y. N. (2016) “Formirovanie motivov uchebnoi deyatel'nosti v period obucheniya v VUZe” [“Formation of the motives of educational activity during the period of study at the university”]. Yaroslavskii pedagogicheskii vestnik, 2016, vol. 1, pp. 188–193 (in Russian).
14. Vilyunas V. K. (1990) Psikhologicheskie mekhanizmy motivatsii cheloveka [Psychological mechanisms of human motivation]. Moscow (in Russian).
15. Yakunin V. A. (1994) Psikhologiya uchebnoi deyatel'nosti studentov [Psychology of students’ learning activities]. Moscow (in Russian).
16. Zeer E. F. (2003) Psikhologiya professional'nogo obrazovaniya: Uchebnoe posobie [Psychology of vocational education: Textbook]. Moscow; Voronezh (in Russian).
17. Zubarev V. F., Bondarev G. A. (2016) “Sovremennoe predstavlenie o razlichnykh aspektakh uchebnoi motivatsii studentov” [A modern understanding of various aspects of students’ educational motivation]. Sovremennye naukoemkie tekhnologii, 2016, vol. 4–1, pp. 118–123 (in Russian).

Borisova Irina

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.