Ural State Pedagogical University

в статье рассматривается важная проблема взаимосвязи ответственности как ключевого личностного качества и особенностей ценностных ориентаций у студентов педагогических специальностей. Данное исследование приобретает особую актуальность в современном образовательном контексте, поскольку профессиональное становление будущего педагога во многом определяется способностью к ответственному выполнению своих обязанностей и наличием устойчивой системы ценностей, адекватных требованиям педагогической деятельности. В теоретической части подробно проанализированы основные подходы к пониманию ответственности как интегративного свойства личности, а также рассмотрены различные концепции ценностных ориентаций и их проявления в профессиональной деятельности. Особое внимание уделено роли данных конструктов в формировании педагогических компетенций и успешности профессионального развития студентов. Эмпирическое исследование проведено на базе Уральского государственного педагогического университета среди студентов младших курсов педагогических специальностей. В качестве основных инструментариев использовались методика многофакторного анализа ответственности и опросник ценностных ориентаций, позволяющие получить комплексную картину изучаемых явлений. Обработка полученных данных осуществлялась современными методами математической статистики. В результате установлена положительная взаимосвязь между уровнем ответственности и такими ценностями, как коллективизм, самостоятельность и альтруизм. Также выявлены отрицательные связи с характеристиками пассивности и зависимого поведения. Полученные выводы имеют как теоретическое значение для развития представлений о структуре ответственности личности, так и практическую значимость для организации психологической работы в вузах по формированию профессионально важных качеств будущих педагогов. this article examines the important relationship between responsibility as a key personal quality and the characteristics of value orientations in students majoring in teaching. This study is particularly relevant in the modern educational context, as the professional development of future teachers is largely determined by the ability to responsibly fulfill their duties and the presence of a stable value system adequate to the requirements of teaching. The theoretical section provides a detailed analysis of the main approaches to understanding responsibility as an integrative personality trait, as well as various concepts of value orientations and their manifestations in professional activity. Particular attention is paid to the role of these constructs in the development of pedagogical competencies and the success of students' professional development. The empirical study was conducted at the Ural State Pedagogical University among junior students majoring in teaching. The primary tools used were a multivariate responsibility analysis method and a value orientation questionnaire, which provide a comprehensive picture of the phenomena under study. The data obtained were processed using modern methods of mathematical statistics. As a result, a positive correlation was found between the level of responsibility and values such as collectivism, independence, and altruism. Negative correlations with characteristics of passivity and dependent behavior were also identified. These findings have both theoretical significance for developing understanding of the structure of individual responsibility and practical implications for the organization of psychological work in universities to develop professionally important qualities in future teachers.

The article presents the results of a theoretical analysis on the problem of studying the reproductive culture of behavior and the development of commitment to conscious parenting among students in an educational environment. Methodological approaches to the study of the peculiarities of attitudes towards parenthood, family life and the birth of children in people of reproductive age are considered in detail, the problem of defining the scientific concept of "reproductive culture of behavior" is revealed, scientific approaches to parenthood are considered, scientific concepts such as "conscious parenting" and "responsible parenting" are analyzed. The author's definition of the scientific concept "culture of reproductive behavior" is presented, and a model for the formation of a reproductive culture of behavior among students in an educational environment is formed. Based on the analysis of empirical and theoretical data, the authors have proved that psychological and pedagogical support is one of the effective methods of forming or improving the reproductive culture of behavior among students. A model of psychological and pedagogical support is presented, aimed at developing a culture of reproductive behavior and a conscious attitude towards parenthood among students.

Introduction. The problem of vandalism in the urban environment remains relevant due to its impact on the psycho emotional state of residents. Studying young people's perceptions of the acceptability of vandalism and its relationship with the characteristics of urban space allows for a broader understanding of the mechanisms underlying its perception and an assessment of the risks of its spread. Materials and methods. The sample consisted of 582 students from secondary vocational educational institutions and universities in Yekaterinburg aged 14–29 years (63.2% female, 36.8% male). Data were collected using an original online questionnaire. The instrument included two blocks: the first was aimed at studying normative attitudes and subjective perceptions of behavioral patterns of vandalism; the second was aimed at examining the implicit structures of urban environment perception using a projective method (semantic differential technique). Results. A statistically significant discrepancy between the imag

Introduction. This article presents a review of publications in cognitive psychology, cognitive linguistics, and neuroscience on the problem of identifying and describing the essence of the cognitive approach and its implementation in scientific research and education. The goal is to identify the cognitive (mental) structures that represent the essence of the cognitive approach and to justify its application to the development of predictive competence in university students. Materials and Methods. The methodological basis of the study was a systems-oriented approach, ensuring a complete and systematic description of the research object, and a contextual approach, allowing for an understanding of the relationship of the results with existing concepts. Research methods included theoretical and methodological analysis of scholarly literature, content and comparative analyses, abstraction, and interpretation. Results. A theoretical analysis of over two hundred research papers in cognitive psychology, psycholinguistics, and neuroscience was conducted. As a result, the authors substantiated the structure of cognitive activity and identified the cognitive abilities that determine the success of predictive activity. It was established that the cognitive approach is one of the fundamental approaches to the study of cognitive activity, particularly predictive activity. It was found that the development of predictive competence occurs in three stages, which correspond to the logic of cognitive activity: perception, transformation, and reproduction of knowledge. Conclusions. The authors concluded that a cognitive approach, as a methodological foundation for developing predictive competence, provides researchers with the opportunity for a more complete and profound understanding of human predictive activity. Developments in cognitive psychology and cognitive linguistics have shown that predicting the future is inextricably linked to mental activity, and mental activity, as the study showed, is determined by how a person predicts (constructs) future events based on conscious mental search. It has been proven that the ability to predict is a fundamental property of the psyche and can be fulfilled as a result of the “launch” of cognitive mechanisms and their functioning.

The article examines the methodology of the translator Mikhail Yasnov through the lens of his work on poems from Jacques Prévert's debut collection Paroles (1946). The study aims to identify the strategies that enabled Yasnov to adequately render into the Russian language Prévert's complex poetics, which combines irony, lyricism, absurdity, and surreal imagery. The analysis is based on a comparative study of the originals and the translations included in the anthology Stikhotvoreniia (Poems, 2016). The study demonstrates that Yasnov consistently adheres to the principles of the Soviet (Leningrad) school of translation, whose foundation is a meticulous pre-translation analysis aimed at comprehending the author's system and the cultural context. Using specific poems as examples (Alicante, At the Florist's, The Message, etc.), the article shows how the translator establishes a flexible hierarchy of artistic priorities: by sacrificing literal accuracy, he preserves the spirit, emotional tone, and key dominants of the original including wordplay, the rhythm of free verse, the cinematic quality of Prévert's thinking, and the intonation balancing the tragic and the absurd. The main conclusion of the study is that Yasnov's translation practice constitutes a reasoned artistic decision, resulting not in adaptations but in integral poetic works in the Russian language that fully represent Prévert's creative legacy. Yasnov engages with the source material at every level of the text: he is attuned to the sound of the verse, its genre features, intertextual connections, and lexical composition.