The use of silica-titania xerogels for the solid phase spectrophotometric determination of fluoride ions in the artificial saliva

Для твердофазно-спектрофотометрического определения фторид-ионов в искусственной слюне были предложены и использованы новые индикаторные материалы - модифицированные пирокатехиновым фиолетовым кремний-титановые ксерогели. Определение основано на разрушении окрашенных комплексов иммобилизованного титана(IV) с пирокатехиновым фиолетовым фторид-ионами. Выбраны условия комплексообразования титана(IV), включенного в матрицу кремний-титановых ксерогелей, с пирокатехиновым фиолетовым и условия разрушения иммобилизованных окрашенных соединений в присутствии фторид-ионов. Разработаны методики твердофазно-спектрофотометрического определения фторид-ионов в искусственной слюне: в зависимости от объема анализируемого раствора диапазоны определяемых содержаний составляют 0.05-1 (предел обнаружения 0.02 мг/л) и 5-100 мг/л (предел обнаружения 2 мг/л). Правильность методик проверена методом "введено-найдено", относительное стандартное отклонение - 0.05-0.23. Время анализа 10 минут.Silica-titania xerogels modified with the pyrocatechol violet have been proposed as new sensor materials for fluoride determination in the artificial saliva. The determination is based on the ability of fluoride ions to disrupt the colored titanium(IV)-pyrocatechol violet complexes. The complex reactions of matrix embedded titanium(IV) with pyrocatechol violet (resulting in blue colored xerogels) and with fluoride ions (resulting in bleaching of colored xerogels) have been investigated. The selected conditions have been used for developing the procedures of fluoride determination in the artificial saliva and water. Varying the volume of the analyzed solution two analytical ranges (0.05-1 ppm (LOD 2 ppm) and 5-100 ppm (LOD 0.02 ppm)) have been obtained. The procedures’ accuracy has been evaluated using the spiked probes of the artificial saliva achieving the RSD of 5-23%. The developed sensor materials can be used for studying the efficiency of various fluor-containing products for medical diagnostics, scientific research, and also for the construction of new dental materials

Cognitive and regulatory characteristics and mathematical performance in high school students.

The study examined the links of cognitive and regulatory characteristics with mathematical outcomes in high school students. Participants were 318 14-16 year old students from 7 state schools in Russia. A computerized test battery was used to measure aspects of number sense, spatial ability, spatial memory and processing speed. The battery also included two measures of mathematical performance. Academic grades and final school test scores in mathematics were also collected. In addition, the students completed the Self-Regulation Profile of Learning Activity Questionnaire – SRPLAQ, which measures different aspects of self-regulation related to achieving learning goals, such as goal planning, results evaluation, and responsibility. The results suggest that cognitive and regulatory features are independently associated with mathematical performance, and that the links differ depending on the specific aspect of mathematical performance used

Professional and communicative foreign language competence of future teachers

Studying of foreign-language competence at the present stage of higher pedagogical education development acquires the increasing relevance. In this paper the requirements of federal educational standards of pedagogical education and teacher’ professional standard to forming students’ foreign language competence mastering non-linguistic pedagogical specialties are specified. Analysis of understanding of professional and communicative foreign language competence by researchers has been performed; the author’s structure of future pedagogues’ foreign language competence is presented. The following subcompetences are distinguished as its structural components: linguistic, discursive, colloquial, pragmatic, information-technological, strategic, socio-cultural, personal-creative. The results of the foreign language competence level of the first and second year students of non-linguistic pedagogical specialties are shown. It is determined that the key structural elements of students’ foreign language competence are within the advanced level of development. The strategic sub-competence is in a zone of optimal development level that makes actual creation of the psychological and pedagogical conditions for their development

CONSCIOUS SELF-REGULATION: THE EVOLUTION OF SCIENTIFIC APPROACHES

Modern trends in the development of scientific ideas in the field of psychology of self-regulation are considered. It is emphasized that the study of human self-regulation is one of the fundamental problems of modern psychology. The study of integrative processes and phenomena of the psyche, which ensure the self-organization of human activity, the integrity and formation of his individuality and being, is one of the main tasks of the psychology of self-regulation. The relevance of studying the conscious self-regulation of a person as the most important resource for achieving goals and self-development of a person is substantiated.Рассматриваются современные тренды развития научных представлений в области психологии саморегуляции. Подчеркивается, что исследования саморегуляции человека относится к числу фундаментальных проблем современной психологии. Исследование интегративных процессов и явлений психики, обеспечивающих самоорганизацию активности человека, целостность и становление его индивидуальности и бытия относится к числу основных задач психологии саморегуляции. Обосновывается востребованность изучения осознанной саморегуляции человека, как важнейшего ресурса достижения целей и саморазвития человека

Stress, Conscious Self-Regulation, and Examination Success in Engineering Students

Background. Examination stress is observed in the majority of students, which emphasizes the relevance of searching for psychological resources facilitating successful examination. Objective. The study had its purpose to reveal the stress level of IT students as well as their universal and special regulatory resources for exam success. Study Participants. The study involved 322 second-year students of a Moscow technical university specializing in information security (Mage = 19.22; SD = 4.64; 29% were female students). Methods. The students completed 4 questionnaires on the “Testograph” platform (https://www.testograf.ru) shortly before the exam session: Self-Regulation Profile (SRP-2020), Brief Acute and Chronic Stress (BACS), Perceived Stress Scale (PSS), Subjective and Objective Uncertainty Stress (SOUS) scale. The data processing also included the results of the examination session. Results. The majority of IT students demonstrated an average level of all the studied types of stress when compared to the data from the all-Russian sample. Differences in student performance are mostly related to the level of acute stress experienced during exam preparation period and to the type of academic discipline. Conscious self-regulation makes a significant positive contribution to examination success in the profile disciplines — mathematics and programming: the higher the level of its development is, the higher the examination grades are. Significant predictors of examination success are regulatory competencies of evaluating results and programming educational activities, as well as regulatory properties of reliability and persistence. Conclusions. Conscious self-regulation is a universal regulatory resource for examination success for students in technical specialties. Acute stress experiences can influence exam performance both positively and negatively. The study has identified the regulatory competencies acting as special resources for examination success

Principles and Ways of Developing Regulatory Resources for Achieving Educational Goals and Overcoming Stress in Senior Schoolchildren and Students

Background. The article analyses modern research in the field of self-regulation development in senior schoolchildren and students. The principles and mechanisms of the development of regulatory competencies for achieving educational goals and overcoming stress are considered from the perspective of a resource-based approach to self-regulation (Morosanova, 2021). Special attention is paid to the implementation of this approach in the educational environment. The article analyses research demonstrating the effectiveness of developing the regulatory competencies to increase the stress tolerance of modern schoolchildren and students at the exam preparation stage and to optimise the processes of self-determination during the initial choice of profession. Objective. The study had its purpose to analyse the possibilities of applying a resource-based approach to self-regulation for the development of regulatory competencies in senior schoolchildren and students. Methods. Searching for articles on the topic by means of Google Scholar, Science Direct, Consensus, PubMed, Research Gate and other Internet resources using the keywords: “self-regulation”, “regulatory resources”, “development of self-regulation”, “meta-resources”. Analysis of the research results within the framework of searching for effective methods of self-regulation development. Results. The study scrutinised various theories and models of self-regulation development, analysed the experience of implementing corresponding developmental programmes in various educational contexts as well as the results and limitations of their practical application. The authors then considered the possibilities of applying a resource-based approach to the development of conscious self-regulation in schoolchildren and students. It is shown that the concept of self-regulation as a meta-resource allows to identify conscious self-regulation as a mechanism for mobilising and coordinating all the personality resources to achieve goals. It is proved that it is the meta-resource approach to self-regulation that makes it possible to take into account educational contexts and peculiarities of self-regulation development in ontogenesis, thus overcoming some methodological difficulties in the development of support programmes. Conclusions. Development of conscious self-regulation among senior schoolchildren and students in the context of solving particular tasks in educational practice significantly increases the effectiveness of support programmes. The tools designed by the authors for assessing regulatory competencies make it possible to identify regulatory deficits at the initial stage and build individual development trajectories, which significantly increases the practical value of the concept model and allows for evaluating the dynamics of self-regulation development and effectiveness of the programme impact, as well as its long-term effects

Academic stress and psychological resources for achieving educational goals

Introduction. In modern society, characterised by rapid changes, the study of stress and the psychological resources necessary for overcoming it in various aspects of life has become increasingly relevant. The findings from this research are particularly significant for young people transitioning into adulthood, as they often lack sufficient knowledge and experience. Aim. The present research aims to explore the concept of academic stress, including theoretical approaches, findings, and the implications of empirical studies regarding its impact on the personal and regulatory resources necessary for academic success, psychological well-being, and professional self-determination among adolescent students. Results and scientific novelty. The article presents a theoretical analysis of literary sources and empirical studies conducted by both Russian and foreign authors regarding the issue of academic stress. The authors propose a working definition of academic stress, examine its sources and consequences, and analyse the results of empirical studies on both acute and chronic stress within educational environments. It is demonstrated that acute stress is influenced by contextual factors and can have not only negative impacts but also positive effects on academic productivity during knowledge assessments. In contrast, chronic stress can lead to serious negative consequences for a student’s physical and psychological health. Theoretically, the authors explore the potential of the resource-based approach in studying academic stress and its mitigation, as well as new directions for developing scientific understanding of the meta-resource role of conscious self-regulation in achieving various life goals under stressful conditions. Empirically, the study aims to identify both universal and specific regulatory competencies that enable young individuals to attain academic success, psychological well-being, and make informed professional choices in challenging stressful situations. Additionally, the research plans to investigate the personality traits and regulatory competencies that may serve as both universal and specific resources for post-traumatic growth in challenging life circumstances. Practical significance. The research findings can be applied in pedagogical and psychological practices to develop methods for alleviating stress in educational environments.Введение. В современном обществе в условиях стремительных изменений особую актуальность приобретают исследования проблемы стресса и психологических ресурсов его преодоления человеком в различных жизненных сферах. Результаты изучения этой проблемы значимы для молодых людей, вступающих во взрослую жизнь. Цель статьи заключается в обсуждении понятия «академический стресс», теоретических подходов, результатов и перспектив эмпирических исследований его влияния на личностные и регуляторные ресурсы академической успешности, психологическое благополучие и профессиональное самоопределение обучающихся юношеского возраста. Результаты и научная новизна. Осуществлен теоретический анализ литературных источников и материалов эмпирических исследований отечественных и зарубежных авторов по проблеме академического стресса. Предложено рабочее определение, рассмотрены его источники и последствия. Проанализированы результаты исследований таких его видов, как острый и хронический стресс. Показано, что острый стресс ситуативен и может не только негативно, но и позитивно влиять на академическую продуктивность, например, в ситуации проверки знаний. В отличие от острого хронический стресс может иметь серьезные негативные последствия для обучающегося, его физического и психологического здоровья. В теоретическом плане рассмотрены возможности ресурсного подхода к исследованию академического стресса и его преодоления, намечены новые направления развития научных представлений о метаресурсной роли осознанной саморегуляции в достижении различных жизненных целей в условиях стресса. В эмпирическом плане впервые поставлены задачи определения универсальных и специальных регуляторных компетенций, позволяющих молодым людям успешно учиться, чувствовать себя благополучными и осуществлять профессиональный выбор в сложных стрессовых ситуациях, а также определения личностных и регуляторных компетенций, которые могут выступить ресурсами «посттравматического роста» у молодежи в трудных жизненных ситуациях. Практическая значимость. Результаты исследования могут быть использованы в педагогической и психологической практике для разработки методов преодоления стресса в образовательной среде