younger schoolchildren

The article provides a theoretical analysis of the problem of implementing project activity in the educational process of primary school. The latest publications on the problem are studied and a discussion of scientists on the analysis of such categories as "project activity", "project method", "interactive interaction", "project skills and abilities" is presented. The particularities of the functioning of project activity from a psychological and pedagogical perspective are determined. It is stated that the specified activity is implemented in the course of introducing the “project method” into the educational process, which is defined by scientists in different ways: as a specific practice of teachers' work aimed at forming a certain system of intellectual and practical skills in students; as a comprehensive teaching method; as a pedagogical technology; as a learning system. It is noted that the definition of the project method as a comprehensive teaching method is based on its vision as a set of methodological techniques of a exploratory nature aimed at achieving a certain educational goal. It is stated that in the course of project activity, the project skills of primary school teachers are developed, which include the following: to carry out prospective planning of strategic, tactical and operational tasks and methods of solution; to foresee possible options for solving a system of pedagogical tasks; to outline the results that need to be achieved in the course of performing a particular work; to set and to implement the goals of independent work. It is determined that forming project activity of younger schoolchildren proceeds in several stages: first they get acquainted with a new type of activity, realizing its content; then they master it in a partial format; finally, they independently develop educational projects. The prospects for further scientific explorations are identified as a research into practical ways of implementing the project activity of younger schoolchildren by using innovative digital tools.

The article examines the concept of democratic behavior skills as an integral system of personal qualities that help individuals socialize, build partnerships within society, communicate without aggression, pressure, or humiliation, resolve conflicts constructively, establish peaceful relationships, and take responsibility for their decisions. Attention is drawn to the relevance of this issue, as under the current conditions of democratic transformations in Ukrainian society, globalization processes, and information challenges, focusing on the education of young people is a strategic task of the state. Ukrainian society needs citizens who embrace democratic values, are active and responsible, respect the rule of law, think critically, hold strong civic positions, and are culturally educated. It is specified that democratic behavior skills are a component of the model of civic competencies that should be developed from primary school age. By making use of the sensitive developmental periods of younger schoolchildren, educators can lay the foundations of communication and behavioral culture, and related qualities. The educational potential of the integrated course «IEW» is analyzed, with particular emphasis on its social content strand. From Grades 1 to 4, the curriculum includes topics aimed at developing the child’s personality as an active member of society, capable of responsible behavior, partnership and cooperation, respect, tolerance, and empathy. It is emphasized that primary school students do not merely become familiar with concepts such as «citizen», «state», «rights», «responsibilities», and «accountability». Through learner-centered, activity-based approaches, they gain experience in democratic interaction across various activities. Discussions of problematic situations and collective decision-making contribute to the development of democratic behavior skills. It is emphasized that the use of practice-oriented methodologies in teaching the integrated course “I Explore the World” contributes to the development of primary education students’ conscious understanding of social processes and their ability to critically analyze information, which is particularly important for fostering democratic behavior skills. The practical significance of the study lies in the potential to apply the proposed methodological approaches to the educational activities of general secondary and higher education institutions.

This study examined the cross-sectional associations of self-compassion and psychological distress with mental well-being in a predominantly young student sample and tested whether self-compassion modifies the association between distress and well-being. The dual-continua framework guided the simultaneous consideration of distress and positive mental health. Participants (N = 278) completed the Self-Compassion Scale–Short Form (SCS-SF), General Health Questionnaire-12 (GHQ-12), and Warwick–Edinburgh Mental Well-Being Scale (WEMWBS). The principal analysis used mean-centred continuous predictors in hierarchical multiple regression, followed by simple-slopes and Johnson–Neyman analyses. Heteroscedasticity-consistent standard errors and sensitivity analyses were used to examine robustness. Secondary analyses comprised a median-split ANOVA examining categorical main and interaction effects and stratified Spearman correlations estimating the self-compassion–well-being association within distress groups. Higher self-compassion was associated with greater well-being, B = 0.230, 95% CI [0.126, 0.334], p < .001, whereas greater distress was associated with lower well-being, B = -1.450, 95% CI [-1.685, -1.214], p < .001. The continuous interaction was small, B = -0.028, 95% CI [-0.055, -0.001], ΔR² = .008, p = .039. The negative coefficient indicated that the positive self-compassion–well-being association weakened as distress increased and ran counter to the hypothesised protective buffering effect. The interaction was also sensitive to influential-case exclusions, alternative GHQ-12 scoring, and bootstrap estimation, while the secondary median-split ANOVA interaction was non-significant, p = .875. Higher self-compassion and lower psychological distress were independently associated with greater well-being. The small, specification-sensitive interaction provided no evidence of the hypothesised protective buffering effect. Parallel assessment of distress and well-being is warranted, while causal, clinical, and structural conclusions require longitudinal, experimental, and latent-variable research.

این مطالعه به بررسی روابط مقطعی شفقت به خود و پریشانی روان‌شناختی با بهزیستی روانی در نمونه‌ای عمدتاً متشکل از دانشجویان جوان پرداخت و آزمود که آیا شفقت به خود رابطه بین پریشانی و بهزیستی را تعدیل می‌کند یا خیر. چارچوب دوپیوستاری راهنمای بررسی همزمان پریشانی و سلامت روانی مثبت بود. شرکت‌کنندگان (N = ۲۷۸) مقیاس شفقت به خود–فرم کوتاه (SCS-SF)، پرسشنامه سلامت عمومی-۱۲ (GHQ-12) و مقیاس بهزیستی روانی Warwick–Edinburgh (WEMWBS) را تکمیل کردند. تحلیل اصلی از پیش‌بینی‌کننده‌های پیوسته با میانگین‌مرکزی در رگرسیون چندگانه سلسله‌مراتبی استفاده کرد و سپس تحلیل شیب‌های ساده و Johnson–Neyman انجام شد. برای بررسی استحکام نتایج، خطاهای استاندارد سازگار با ناهمسانی و تحلیل‌های حساسیت به کار رفت. تحلیل‌های ثانویه شامل ANOVA با تقسیم میانه برای بررسی اثرات اصلی و تعاملی طبقه‌ای و همبستگی اسپیرمن طبقه‌بندی‌شده برای برآورد رابطه شفقت به خود–بهزیستی در گروه‌های پریشانی بود. شفقت به خود بالاتر با بهزیستی بیشتر همراه بود، B = ۰٫۲۳۰، ۹۵٪ CI [۰٫۱۲۶، ۰٫۳۳۴]، p < ۰٫۰۰۱، در حالی که پریشانی بیشتر با بهزیستی کمتر همراه بود، B = ‎-۱٫۴۵۰، ۹۵٪ CI [‎-۱٫۶۸۵، ‎-۱٫۲۱۴]، p < ۰٫۰۰۱. تعامل پیوسته کوچک بود، B = ‎-۰٫۰۲۸، ۹۵٪ CI [‎-۰٫۰۵۵، ‎-۰٫۰۰۱]، ΔR² = ۰٫۰۰۸، p = ۰٫۰۳۹. ضریب منفی نشان داد که رابطه مثبت شفقت به خود–بهزیستی با افزایش پریشانی تضعیف می‌شود و برخلاف اثر حفاظتی فرض‌شده بود. این تعامل همچنین نسبت به حذف موارد تأثیرگذار، نمره‌گذاری جایگزین GHQ-12 و برآورد بوت‌استرپ حساس بود، در حالی که تعامل ANOVA ثانویه با تقسیم میانه معنادار نبود، p = ۰٫۸۷۵. شفقت به خود بالاتر و پریشانی روان‌شناختی پایین‌تر به طور مستقل با بهزیستی بیشتر همراه بودند. تعامل کوچک و حساس به مشخصات، شواهدی از اثر حفاظتی فرض‌شده ارائه نکرد. ارزیابی موازی پریشانی و بهزیستی توصیه می‌شود، در حالی که نتیجه‌گیری‌های علّی، بالینی و ساختاری نیازمند پژوهش‌های طولی، آزمایشی و متغیر نهفته است.