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Исследование травматического опыта и факторов успешного совладания с ним у участников образовательных отношений в свете разработки и апробации Концепции Школы, отзывчивой к детской травме
(МГППУ, 2025-06-06) Ульянина Ольга Александровна; Юрчук Ольга Леонидовна; Александрова Лада Анатольевна; Оконовенко Дмитрий Валерьевич; Никифорова Екатерина Александровна; Дмитриева Светлана Олеговна
В репозитории представлены результаты психодиагностического обследования обучающихся 5-11 классов и их родителей (законных представителей). В исследовании приняли участие респонденты из девяти субъектов Российской Федерации: субъекты Российской Федерации, граничащие с зоной проведения специальной военной операции (далее – СВО); исторические регионы Российской Федерации, присоединившиеся к Российской Федерации в 2022 году; субъекты Российской Федерации, территориально удаленные от зоны проведения СВО. Цель исследования – оценка распространенности травматического опыта и факторов успешного совладания с ним у обучающихся общеобразовательных организаций. Всего в исследовании приняли участие 14 545 человек.
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Эффективность развития социальной креативности студенческой молодежи в проектной деятельности: набор данных
(МГППУ, 2025-06-04) Самохвалова Анна Геннадьевна; Коваленко Анастасия Александровна
Представлена база данных результатов исследования психолого-педагогических условий развития социальной креативности студентов в образовательной среде вуза через включение их в социально-значимую проектную деятельность. В современном контексте социальной неопределенности, росте международной напряженности особую актуальность приобретают теоретико-эмпирические исследования в области повышения устойчивости российской молодежи к социальным рискам и угрозам, поиска ресурсов эффективной социализации, развития социальной гибкости и креативности личности. Представленные результаты развития социальной креативности подтверждают возможность включения с этой целью студентов в насыщенную коммуникативно-творческую проектную деятельность в рефлексивной эвристической среде вуза.
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Multiple Game Education (MGE): Integration of Traditional and Digital Games in Learning to Improve Literacy and Numeracy of Primary School Students
(MSUPE, 2025-05-31) Nonik Indrawatiningsih; Ardi Dwi Susandi
Context and relevance. The Current technological advances have significantly changed how children and teenagers learn. Game-based learning is emerging as an interesting and innovative approach. Students are increasingly connected to technology, and game-based learning approaches are emerging in response to this change. By utilizing game elements, teaching can become more interactive and engaging. The game-based learning approach emerged as a response to changes in educational paradigms and the challenges teachers and students face. Objective. This quantitative study aims to determine the increase in students' literacy and numeracy skills in multiple-game education (MGE) based learning through traditional and digital games. Hypothesis. Multiple Game Education (MGE) improves students' literacy and numeracy skills. Methods and materials. The study is conducted using a pre-experimental design (One Group Pretest-Post Test), where the administered treatment can be more accurate because it can be compared to the situation before the treatment. The sample in this study was twenty-nine. In this study, students were tested on their numeracy and literacy skills after learning activities. Observation, tests (pre- and post-test), and documentation were used to collect data. Additionally, the improvement was assessed using the Normalized Gain (N-Gain) test to compare the difference between pretest and post-test results. Beside that, the statistics analyzed include mean, standard deviation, median, skewness, and kurtosis, which aim to determine the characteristics of the data distribution. Results. Based on the results of the two Paired Samples T-Tests, it can be concluded that the intervention significantly improved participants' literacy and numeracy skills. There was a highly significant improvement in the literacy measure with a t value = -8.601 and p < .001, as well as a huge effect size (Cohen's d = -1.597). This suggests that the intervention had a powerfuleffect on participants' literacy skills. Meanwhile, on the numeracy measure, a significant improvement was also found with a t value = -4.134 and p < .001, as well as a medium to large effect size (Cohen's d = -0.768), indicating that the intervention was also effective in improving numeracy, although not as strong as on literacy. Overall, the intervention has significantly improved both skills, with a greater impact seen in literacy. Conclusions. Research findings indicate a favorable assessment of implementing MGE learning successfully in elementary school mathematics education frameworks. MGE learning an improves multiple educational dimensions, which include literacy and numeracy performance, mathematical understanding development, and motivates students to participate with improved positive learning orientation.
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Экономическая самоэффективность, монетарное поведение и удовлетворённость жизнью в рыночной и распределительной институциональных матрицах
(МГППУ, 2025-05-31) Протасова Ирина Николаевна; Сычев Олег Анатольевич; Дмитриевский Александр Евгеньевич
В базе данных представлены данные, собранные в ходе исследования экономической самоэффективности, монетарного поведения и удовлетворённости жизнью в рыночной и распределительной институциональных матрицах.
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Pilot dataset across three subsamples for the construct validity of the Academic Staff Emotional Intelligence Questionnaire (ASEIQ)
(MSUPE, 2025-05-30) Owan, Valentine Joseph
This dataset comprises responses from the development and validation study of the Academic Staff Emotional Intelligence Questionnaire (ASEIQ), a novel instrument designed to assess emotional intelligence among university lecturers in Nigeria. Data were collected from 3,122 academic staff across two Nigerian universities and include demographic variables and responses to 26 questionnaire items covering five dimensions of emotional intelligence: self-regulation, empathy, self-awareness, social awareness, and internal motivation. The sample was further split into three sub-samples: Subsample 1 (n = 262) for Exploratory Factor Analysis (EFA), Subsample 2 (n = 1,300) for Confirmatory Factor Analysis (CFA), and Subsample 3 (n = 1,560) for Bifactor modelling. The dataset supports exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and bifactor modelling procedures used to validate the ASEIQ's psychometric properties, demonstrating robust reliability and construct validity. Researchers and educators can use this dataset to examine emotional intelligence constructs in higher education contexts, explore cultural adaptations of EI instruments, and inform policy and professional development for academic staff.