Educational Psychology in Polycultural Space

The article presents the results of an empirical study of the characteristics of moti-vation to achieve success and motivation to avoid failure among students of pedagogical uni-versities from different regions of the Russian Federation in various fields, profiles and train-ing programs in a point-rating assessment system. The differences in the motivation to achieve success and the motivation to avoid failure among students studying under the conditions of academic performance control using a point-rating assessment system and without it are shown. It is assumed that the point-rating system allows taking into account the individual and personal characteristics of students and eliminates the subjectivity of the teacher, however, on the other hand, when students systematically use it in the educational process, the level of mo-tivation for success decreases and the level of motivation for avoiding failures and protection increases. The article argues that the main reason for the decrease in motivation for success among students in the context of academic performance monitoring using a point-rating eval-uation system is the predictability of learning outcomes. The availability of evaluation tools in the funds of the rating plan, various tasks, exercises, creative works, as well as requirements for their implementation, assessment criteria, etc., allows the student not only to determine the level of difficulty of tasks, assess their strengths, adjust the individual educational route, but also to ―translate‖ the results of educational activities in the discipline into rating score points and predict the probability of your success or failure. As a result, the student's risk level and anxiety level decrease, self-esteem stabilizes, the desire for success becomes lower, and the motivation level for avoiding failures increases.

The widespread use of information technology and changes occurring in the life of society draw the attention of modern man to the need to increase the level of self-organization of his activities. An important task is to understand what changes occur in the development of the personality of stu-dents in different educational environments. In this regard, it is relevant to study the features of self-organization and reflexivity of students in different educational environments. The study was conducted in two stages: at the first stage, 80 ninth-grade students of Izhevsk schools took part, of which 40 tenth-grade students of Izhevsk schools and 40 first-year students of Izhevsk colleges subsequently became participants at the second stage. The study used the questionnaire "Diagnostics of Self-Organization Features-39" (A.D. Ishkov), "Reflectivity Questionnaire" (V.N. Karandashev), all data underwent mathematical and statistical processing using the Mann-Whitney U-test, correlation analysis of the Spearman coefficient. The study revealed that the indicators of the self-organization scales are presented differently in tenth-grade students and first-year college students. Significant differences were found in tenth-grade students and first-year college students on the scales "Goal Setting", "Situation Analysis", "Planning", "Volitional Efforts", "Level of Self-Organization". Significant differences were not found on the scales "Self-Control", "Correction" and the reflexivity indicator. In first-year college students, connections were found between reflexivity and the self-organization scales "Situation Analysis", "Level of Self-Organization". Tenth-graders showed a positive relationship between reflexivity and the "Goal Setting", "Correction" scale.

The article explores both theoretical and practical aspects of using cervical vestibu-lar evoked myogenic potentials (cVEMP) in psychology and psychophysiology. It highlights the role of the vestibular system not only in maintaining balance but also as an important con-tributor to cognitive and motor development in children. The cVEMP method is a neurophysi-ological technique that assesses the function of the saccule and the inferior part of the vestibu-lar pathway. Experimental data are presented on the application of cVEMP for diagnosing children with various developmental disorders and learning difficulties, such as long-term ef-fects of prematurity and complicated birth, severe speech development disorders, autism spec-trum disorders (ASD), and attention deficit hyperactivity disorder (ADHD). The article pro-vides evidence of the association between vestibular dysfunction and impairments in spatial memory, body schema formation, and other cognitive functions. It is shown that vestibular dysfunctions are not limited to children but also accompany brain aging and are characteris-tic of conditions such as Alzheimer's and Parkinson's diseases. The paper discusses the role of vestibular dysfunction as a potential biomarker of neurological disorders, the importance of spontaneous motor activity in the lives of children and adults, and the possibilities for correct-ing vestibular dysfunctions through psychoeducational interventions. Special emphasis is placed not only on movement but also on the use of rhythm and low-frequency music, as the saccule evolutionarily retains the ability to register loud low-frequency sounds. This so-called vestibular hearing supports cochlear hearing and plays a role in speech perception. These findings support the inclusion of cVEMP in diagnostic protocols for children and adults with various cognitive impairments. cVEMP can help identify vestibular system dysfunctions and monitor changes resulting from corrective and developmental interventions.

At the beginning of this century English has gained the status of the international communication language. Many leading Russian universities offer education in English (an intermediary language), which makes it possible to neutralize the problems associated with ethnic and national diversity of students' groups. The manuscript objective is to analyze the methodological features and approaches to teaching English Medium Instruction program ―Latin Language and Fundamentals of Medical Terminology‖ to international students. Ma-terial and Methods: The study was conducted at the Northern State Medical University, which has been training international students since 1991. Theoretical methods including the analy-sis of literature sources and the discipline's educational and methodological complex were used. A survey of faculty members and international students was conducted. A general de-scription of the discipline is given. Each of its sections (anatomical, clinical, pharmaceutical terminology) is considered from the view point of teaching specifics in the intermediary lan-guage and characteristics of the material perception by international students. Linguistic as-pects of English interfering with the effectiveness of the discipline mastering by international students are explored. Difficulties that faculty members face when teaching international stu-dents are analyzed. The most interesting aspects of studying Latin and students' suggestions for improving the educational process are revealed. Conclusions: Teaching Latin in heteroge-neous, multi-level, multinational student groups with instruction in the intermediary language is a complex process due to: 1) limited class hours; 2) varying levels of international students' language proficiency; 3) the specificity of anatomical, clinical, and pharmaceutical terminol-ogy requiring instructors to know numerous synonyms for explanation; 4) linguistic differenc-es between Latin and English systems; 5) the need for methodological approach adaptation.

Global transformations of nowadays are taking place in the frames of the world community. Crucial information processes and continuous communication, the need in integration of nations and people, cooperation of regions are hallmarks of social realia of modernity. As is the case, the processes of disintegration, the lack of authentic comprehension, and the neglect or the lack of traditional values of a man, take place gradually. And these phenomena as processes are taking place within the framework of topicality of the problem of security of a personality, for all the people, in the area of polyphony of cultures and languages. The aim of this paper lies in the topicality of upgrading the methodology of the dynamics of pedagogical activities research within the innovation concept structure of the language of national educational system/its processes which take place in the practices of educational institutions, mentors as top managers, and educators, including their general and professional culture. The research methodology covers the theoretical justification, generalization and analysis of the database obtained, and the design of the educational process within the integration approach as a value. The interest lies in the context that concerns the data observed within the fundamental research works dedicated to some of the possible means for people to find themselves in the culture spaces within authentic humanitarian communication practices based on the personification principles for language personality development. Research outcomes present generalized vision of current humanitarian practices on the polyculture development of a personality of a mentor. This is important nowadays when there exists a great need for both in highly qualified professionals and creative personalities in terms of a) architectonics of the image of polyculture picture world of a mentor/tutor of educational community as a reflection of his polyfunсtional actions; b) social identity of a personality of a mentor presents some of the value dominants of novel paradigm of recurrent polyculture education within a secure polyculture space. In conclusion the main final concepts of the research are formulated regarding the need to update authentic culture activities based on the system approach as a mechanism for axiology and personification of professional educational process via polycuture as a value for language personality to be acquired for self-organization.

The article examines the psychological states that students experience during the learning process, assesses academic procrastination, stress and the level of self-regulation that affect the activities of students in the educational environment. In order to identify the level of self-regulation, stress resistance and procrastination in the 2024-25 academic year, testing of 1st year students was conducted. The results of the assessment of psychological states obtained in the course of the study (analysis of the level of self-regulation, stress resis-tance and procrastination of students) contributed to the formation of a deeper understanding of the psycho-emotional climate of students and the reasons for their academic failure and negative attitude towards the educational process among teachers. These data formed the ba-sis for the development of methodological recommendations and techniques aimed at adapting the content of training in the discipline in order to overcome the above difficulties. The article provides examples of tasks and work modes for foreign language classes. One of the key tasks of a foreign language teacher is not only to transfer knowledge and develop skills, but also to create conditions for the psychological well-being of students, especially at the initial stage of training. In foreign language classes, difficulties that cause stress can be divided, including aspects (vocabulary, phonetics, grammar) and also by aspects to work purposefully, overcom-ing the stress of students. Using techniques aimed at eliminating "incomprehensible" frag-ments in the educational material, you can significantly reduce the level of anxiety of students and increase their self-confidence. Reducing the fear of misunderstanding will contribute to more effective acquisition of the language.