Larin N.A. —
The Relationship Between Cross-Cultural Competence and Emotional Burnout Syndrome of Teachers Working with Migrants
// Pedagogy and education.
– 2018. – ¹ 2.
– P. 1 - 7.
DOI: 10.7256/2454-0676.2018.2.25515 URL: http://en. nbpublish.com/library_read_article.php?id=25515
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This article is devoted to the description of the results of the author's research andn reveals particularities of the relationship between cross-cultural competence and emotional burnout syndrome of teachers working with migrants. The article contains a description of the phenomenon of burnout and cross-cultural competence of teachers. In his research Larin describes the results of his research that prove the relationship between the affective motivational component of cross-cultural competence of a teacher and the level of depersonalisation as well as the overall level of burnout. Within the framework of this research, the author carried out a survey that involved 64 teachers from 6 secondary schools. To analyze the level of emotional burnout, the author has used the MBI method. To analyze cross-cultural competence, the author has used an quick cross-cultural competence questionnaire offered by M. Chibisov, T. Ivanov, and M. Kornilov. At first sight, emotional burnout and cross-cultural competence of school teachers are two absolutely unrelated phenomena. However, a school teacher may have to work with migrant children which creates additional emotional stress. In its turn, this may affect the emotional state of a teacher and, as a consequence, the level of emotional burnout.
educator, students, human migration, intercultural competence, cross-cultural communication, déformation professionnelle, burnout, school teacher, stress, depersonalization
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Vasil'eva Y.S., Kolesnikova E., Khafiyatullina E.R. —
Individual Personality Factors of Developing University Students' Bilingualism
// Pedagogy and education.
– 2018. – ¹ 2.
– P. 8 - 21.
DOI: 10.7256/2454-0676.2018.2.26290 URL: http://en. nbpublish.com/library_read_article.php?id=26290
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In this article the authors set a goal to define the relationship between the level of bilingualism and individual personality traits of University students. The object of the research is bilingualism as an indicator of academic success of University students in English combined with one's self-assessment of his or her actual and desired levels of the native and foreign language. The subject of the research is the best age for starting to study a foreign language and individual psychophysiological (peculiarities of brain interhemispheric relations) and psychological (personality traits and values, and intellectual abilities) features of University students. To diagnose the self-development competence the author has used a questionnaire and bilingualism competence as an indicator of academic success. To diagnose biological properties the authors have used an original method of motor screening, to diagnose personality traits the authors have used the Sixteen Personality Factor Questionnaire (16PF) of Raymond Cattell (Form C), to diagnose personal values they have used the AHL 4.2 method and to diagnose the general level of intellectual abilities the authors have used Raven's Progressive Matrices. The authors have carried out correlation and determinant analysis for a group of students with different interhemispheric connections and compared their physiological properties to their personality traits and values and academic success. The hypotheses made by the authors have been proved. The results demonstrate that bilingualism competence of University students has a psychological determination. The earlier the age when a child starts to learn a foreign language is, the higher his or her scores in foreign language tests are. Students with a dominating left hemisphere who received Cs for their English tests have a lesser level of compliance with rules and are more rigid and oppressive. Ambidextrous students are more conforming with the rules and usually need an average level of intellectual abilities to be successful in a foreign language. Right-brain students do not demonstrate any significant differences in their personality traits and values.
the formation, student of University, relationships, the examination estimation, personal qualities, differences, interhemispheric asymmetry, personal values, the competence of self-development, bilingvizm
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