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The objectives of this research were (1) to study the satisfaction of higher education students towards learning management by using Educational Boardgame in personality development course, (2) to compare the learning achievement of the students both the experimental group and the control group in before and after the learning management period by using research methods in an experimental research model. The sample group consisted of 60 students who enrolled in the Personality Development course which divided into an experimental group of 30 people and a control group of 30 people. The research tools were Educational Boardgame on personality development, Boardgame quality assessment form, the Educational Boardgame learning management satisfaction assessment form, and the pre- and post-test of learning achievement was to compare the learning achievement in the pre-experimental and post-experimental periods. The results showed that, the students were satisfied with the application of Educational Boardgame on personality development at a high level, and when comparing the students' learning achievement, it was found that the learning achievement in posttest of the experimental group was higher than pretest. In the control group, there was not much increase in efficacy in the posttest.

Education is a lifelong endeavour that starts in the womb and lasts until death. It helps the individual to develop full potential by allowing to control the environment of his/her own successful life and living. The foundation of education begins in one's very early childhood and lays the foundation for later stages of educational progression. Nowadays, a growing number of children in early childhood spend a great deal of time in playing electronic games rather than traditional games. Parents and educators are concerned about the current trend because they strongly believe that traditional child games develop more skills than modern electronic or video games. A traditional game can be beneficial in all aspects of early childhood development, including physical or motor, social-emotional, moral, cognitive, and linguistic development. The present study aims at illustrating the importance of traditional Kashmiri games in ensuring the balanced development of children's personalities. The data used were taken from the books, personal sources, journal articles, newspapers, websites, government records, etc. which is mainly qualitative in nature. The results showed that traditional games can have a positive effect on children's motor, linguistic, cognitive, social, and emotional development.

Sports is a new science that shapes human behavior and spiritual structure through individual or team games, movements, and various competitions, as well as improving individuals physically. In this study, it was aimed to examine the the reflection of school sports team life on their development. The research was a descriptive phenomenological study in qualitative design. A phenomenological study is a research that focuses on what people experience and how they experience what they experience. The population of the research consisted of female athlete students who study in public primary, secondary and high schools within the borders of Kepez District of Antalya province in the 2022-2023 academic year, and the sample of the study consisted of 8 female athlete students studying at primary and secondary school in Aslanlar Secondary School. As a data collection tool, a semi-structured interview form consisting of 5 questions prepared by the researcher and including questions about personal information was used. As a result of the research, it was found that sports team life had many positive benefits for social development, personality development, physical development and academic development.

Financial education for children has drawn considerable attention and has recently been advocated in schools; however, its impact still needs to be examined with a more comprehensive evaluation framework. This study carries out a paired-design experiment to evaluate the effectiveness of the Aflatoun Child Social & Financial Education program, which is initiated by the International Children's Savings Foundation and covers more than 100 countries and millions of children and adolescents. The participants are students in grades 4-5 of primary schools in China. By using difference-in-differences estimation, this study finds that the Aflatoun curriculum can significantly improve children's behaviors in regular saving, rational consumption, and social participation. At the same time, unintended adverse negative effects are spotted in terms of children's attitudes and personality development. The estimation of its heterogeneous effects shows that financial education for children can achieve greater success in improving boys' financial behaviors and in underdeveloped areas.

The present paper is a comparative examination of three European Commission (EC) countries' primary and elementary education curricula with the European Commission's Communication and its consequences for curriculum skills relating to children's lives as adults and workers. It is a documentary analysis of secondary sources of the texts of the curricula. It emphasizes on the aims and objectives concerning skills required to be cultivated in students through the education curricula of European countries of Greece, Finland, and Denmark, as economically developed countries according to the World Bank (2019). According to the European Commission's Communication "Rethinking Education: investing in skills for better socio-economic outcomes" (2012a), the European Commission's Communication "New Skills Agenda for Europe: Working together to strengthen human capital, employability and competitiveness" (2016) and the European Commission's Communication "Digital Education Action Plan 2021-2027 Resetting education and training for the digital age" (2020), they are compared with the curricula in terms of skills required for the labor market. The method that was used was the qualitative content analysis in the texts of the curricula based on the required skills. The results show that the texts of the curricula from Greece, Finland, and Denmark have common references with the aforementioned above European Commission's Communications. Regarding the content of the curricula, it is observed that the goals and aspirations are linked to the development of the personality and the cultivation of skills related to employability. The goal of the curricula is to cultivate skills in students that will be necessary for the children's lives as adults and workers. In the conclusions, it is stated that there is the intention and purpose of developing and cultivating skills based on the requirements of the labor market and the instrumentalization of these skills for the benefit of the economic framework not only for the researched countries but also on a wider scale.

Positive education, as a method for the positive development of students' personality, embodies the 24 character strengths that Peterson and Seligman developed in their studies and that are necessary for new professional profiles. This new social and work landscape inspired supranational institutions, such as the European Union, to develop theories for new educational systems. These Key Competencies seek the comprehensive training of students, on not only the cognitive but the socioemotional plane, as occurs with arts education. With this literature review, we intend to demonstrate the relationship between the Key Competencies as catalysts for the development of character strengths in students through art education programmes. The results conclude that it is possible to define a relationship between the Key Competencies and character strengths and to outline the nature of these relationships, noting that certain patterns of combinations of strengths are repeated in the Key Competencies. Additionally, our work leads us to propose the need to increase the volume of research in this field and to design future studies that allow an empirical evaluation of the nature of these connections and whether they are efficient and enduring.

The modern teacher must respond to the needs of society in the context of Education 4.0. It seems suitable to adapt this trend to teaching children at an early age. The paper examines the usefulness of professional education for kindergarten and primary school teachers focused on personality development, emotional intelligence, and other social areas with an emphasis on creating a favourable classroom climate. The pilot study aims to discover which specific areas of this new education approach contributed to the teaching practice. The training effects were evaluated using questionnaires collected from 27 participants before and after the programme in 2018 and 2019. The data obtained from the closed questions were analysed using statistical methods, while open-ended questions were processed by content analysis. An ANOVA test demonstrated the effect in all monitored areas. In verbal answers, the participants appreciated the acquired skills in the field of communication and emotional intelligence. The results suggest that a training programme using elements from management appears to be beneficial to current teaching practice.

Self-awareness is one of the main characteristics of effective counselors. However, there is no course to help increase the level of self-awareness of counselor candidates in the Guidance and Psychological Counseling (GPC) curriculum in Turkey. The present study aimed to discover the opinions of counselor candidates about the course of personality theories in the GPC undergraduate program in the 4th semester on the contribution of their self-awareness. The phenomenology design was used in this qualitative study. Forty-five counselor candidates who took the course of personality theories during one semester (14 weeks) participated in the study. A semi-structured interview form consisting of open-ended questions was used to collect the data. As a result of analyzing data with descriptive and content analysis, the themes of the awareness of personality traits, awareness of personality development, self-discovery, situational awareness, predisposition to being a counselor, and categories under these themes emerged. These results revealed that the course of personality theories contributes to the counselor candidates to know themselves better and increase their level of self-awareness. The findings were discussed in light of the relevant literature, and recommendations were provided for counselor educators.

Previous studies have revealed the benefits of character and meaning in life for individual well-being. However, little research has been conducted on elementary and junior high school teachers who teach students between the ages of 10-15 years (late childhood and early adolescence) in Indonesia. This study aims to explore teachers' perceptions about character, meaning in life, and well-being. Interviews were conducted among 20 teachers. Our findings revealed that according to the teachers, the lessons and assessments in character education are well designed. However, coordination within the school community and with parents as well as specific roles between teachers and parents in building students' character, meaning, and well-being needs to be improved. What teachers understood about meaning in life corresponds with the results of previous studies. Teachers' understanding of well-being concept is still limited. They acknowledged family background, socioeconomic status, popularity, and academic achievement as important factors in students' well-being.

This paper aims to evaluate students' attitude to University and their future profession as well as determine the influence of the University on these indicators. For our research, we used qualitative and quantitative data. To collect the data, we conducted two surveys of students in 2018 and 2020 (N1 = 179; N2 = 198). Also, we carried out the Pearson correlation analysis. Results on students' survey showed that their attitude to the University and attitude to future profession improved during their education. According to the students' answers on open questions, the most influential factors are academic faculty and project activities of the University. The Pearson correlation analysis showed the positive influence of the University on the students' attitude to the future profession. This study can be useful for further research on the formation of students' personality, its components, and correlation between them. By identifying the influence of personality components on its development, it is possible to develop more individual skills to achieve personal, professional success. In our research, we attempted to combine and analyze different criteria of personal perception of University and future carrier, how it was changing during the learning process and how University could influence the students' attitude to the future profession.

The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities. The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues.

This study aimed to describe the implementation of the spiritual leadership of the monks in Catholic schools. The research method used is a descriptive qualitative approach. The research design used a multi-site study conducted at three Catholic Junior High Schools in Malang, East Java, Indonesia. Results show that in developing spiritual leadership in Catholic schools, school principals are imbued with Christian leadership, namely servant leadership, discipleship leadership and pastoral leadership. The application of Christian leadership has a positive impact on the formation of the personalities of teachers and employees as well as strengthening the character of students.

Personality develops during early childhood (0-3 years). As early childhood education is becoming a generalized trend worldwide, this means that school or secondary socialization overlaps with family or primary socialization during this key developmental stage. While conflict is fundamental in socialization, conflicts between peers are particularly important in secondary socialization. Our research aims to assess the educational management of conflicts between children in the Pikler-Lóczy educational approach. The choice of Observational Methodology entailed the design of an ad hoc instrument based on relevant theoretical framework and suitable to systematize the proposed observation. Quality control analyses show satisfactory agreement levels while results of data analyses indicate the existence of particular individual actions and relational behaviors in children depending on their role in the conflict: victim or instigator. Additionally, educators' intervention is adjusted to each child or situation and mainly focuses on behavior regulation and perspective taking, hence, promoting healthy early socialization.

A key characteristic of a learner-centered educational process is its realization as a subject-to-subject interaction between participants. At present, a view that the goal of the pedagogical process is to create conditions for the development of a creative and moral personality, independent in cognitive and practical activities, free to choose a professional, social, family career can be considered customary. A rounded actualized personality is, first of all, the subject of human relations and conscious self-work. That is, this is a person who has a conscious and stable system of relations to themselves and the world, who is able to realize the motives of their activities, set a goal, and independently regulate their own actions to achieve it. A teacher positions oneself as a facilitator in this interaction, and a firm promotion of the student's ability to be the subject of one's own relationships, behavior, becomes the main principle of professional work of both each teacher taken separately and the teaching staff as a whole.

The article presents the post-industrial society problem in the context of personal self-existence of the individual. A spiritually oriented humanitarian paradigm in the intellectual and moral development of the individual in the framework of solving the post-industrial society problems is identified. Personalized learning is considered as a special learning type focused on the personal and intellectual development of the individual on the way from egocentrism to altruism. Intellectual development in the framework of metacognitive learning strategies is presented. The spiritual and moral development of students is defined as personal reflection development. The article presents the empirical study data on the moral orientation of students' personality in educational organizations.

The article provides an analysis of the literature on interactive cognitive strategies. The aim of the study is to examine the pedagogical potential of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher. The research used theoretical and empirical methods: analysis of theoretical sources, analysis and generalization of the experience of scientific and methodological developments, training of students of a pedagogical institution. The problem of developing scientific and methodological support for the use of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher is being updated. A generalization of the obtained results indicates that the use of interactive cognitive strategies positively affects the formation of the multilingual personality of the future teacher. The research was supported by within the framework of the project on research on priority directions of scientific activity of the universities-partners in networking (South Ural State Humanitarian Pedagogical University and Mordovian State Pedagogical Institute) on the topic of "Linguodidactic foundations of the intercultural communicative competence formation of a future teacher".

This paper describes the importance of theoretical understanding of modern social health, educational and environmental behavior of students in the digital age. The purpose of this research is to analyze the concepts and trends of social health and environmental behavior of students in the context of modern social digitalization process. The paper deals with the framework and methodology of modern social and philosophical theories devoted to the problems of digital society and digital technologies. The theoretical and methodological approaches analyzed to the study of modern social digitalization processes, their negative and positive trend, and the impact of these trends on social health and environmental behavior of Students in education. In this paper, the process of digitalization is inconsistent: providing new technological opportunities for communication and education, including environmental education and students' environmental projects that has a negative impact on consciousness and behavior of young people. The results showed that there is a need to form creative personality in education through the modern digital era. The further research stated in the field of social health and formation of students' environmental behavior in the context of modern information, communication technologies and development of digital society in the education.

The article is aimed at studying the types of modern families and identifying their influence on the formation of the younger generation, using the material of prose for children and adolescents. The novelty of the study is in the fact that there is not a single work studying the variety of families in modern literature. The nature of the work was determined by the method of content analysis, which allowed us to obtain reliable data from the literary context by studying its formal-substantive features. ?he authors obtained interesting results. Modern books for children were analyzed in terms of age peculiarities and divided into two categories: texts for preschoolers and for young adolescents. In the works for preschoolers, dominant narratives are about child-centered and zoological families; this is explained by age specifics, since the texts are addressed specifically to children ages 3 to 7. The situation changes significantly in literature for teenagers, in which problems become global and insoluble; the proof is the replacement of the child-centered, multigenerational family with a personality-centered, incomplete, asocial one. These changes lead to misunderstandings between generations and to inevitable problems.

The purpose of this study was to analyze the role of the family in cultivating value for children. In addition, it is also used to analyze the effect of values on children's attitudes, beliefs and behavior in the family. Furthermore, it aims to analyze the role of value education in reducing stress levels. This research applies a combination of survey and qualitative research. Both approaches were chosen because when analyzing and understanding the process by which a family instills values in children, we cannot rely on written questions and answers--we also need structured interviews that can solicit data that would be unobtainable through surveys. This research was conducted in the city of Kediri over a 14-month period from January 2019 to March 2020, and it involved 300 informants. Results show that the key to successful value cultivation is indeed family. The family can act as a vehicle for the process of seeding and applying values. The cultivation of values, however, is not limited to the parents--it can extend to other adults who live with their children, such as grandparents. A well-internalized value can improve the welfare of all family members, and the process of instilling values in children can improve their attitudes. In addition, a child's self-confidence and behavior can also improve. Children can also exploit these internalized good values when dealing with stress.

The clinical diagnostic process for autism is complex, especially because of the high co-occurrence with other neurodevelopmental and mental health conditions (Gillberg, 2010; Lai et al., 2019). Diagnosis is more complicated in youth and adults than in younger children because life experience and development affect presentation. In particular, it can be difficult for clinicians to differentiate autism diagnosis (and traits) from personality disorder diagnoses (and traits) (Vannucchi et al., 2014). Clinicians need to exercise thorough history taking with the individual as well as key informants, and use a developmental lens with an ecological systems perspective (Bronfenbrenner & Evans, 2000) to understand how the personality of an autistic/neurodivergent individual emerges in the context of their environment, and how this may differ for neurodivergent versus neurotypical people, so that support can be tailored appropriately (Lai et al., 2020).

The Language Learning Strategies Enhancement training focuses on the use of varied strategies to aid and assist the learners in the success of their language learning. The use of varied strategies in language learning will greatly assist the learners to develop and improve their proficiency and task performance. While enhancing the learners' use of varied strategies in language learning, this training will also develop their personality to help them become holistic language learners.

The paper summarizes the results of a qualitative study that aimed to identify the positive outcomes and opportunities, as well as the risks related with the identity building in migration and living in a multicultural context. Research consisted of a 7-year longitudinal case study, during which the life-stories, conflicts, crises, and problem-solving strategies of 23 young people of Italian origin with migration experiences -- some of which were still living in Southern Germany and some of which had returned to Southern italy -- were observed. The sample was composed of both adolescents with intellectual disabilities or other psychological and social disorders and adolescents who seemed to have benefited from living and growing up in different cultures. From the biographies it was possible to identify the main risk and protective factors related to migration and life in a multicultural context, and the adequate coping ability associated with their development. Based on the main findings of the study it was also possible to hypothesize that migration can inhibit or facilitate the fulfillment of fundamental human needs. So, the qualitative data was analyzed in order to identify the needs which seemed to be related with the harmonious development of the personality and a tentative theory of fundamental needs of human development was proposed. Finally, the results suggest that intercultural education can play an important role in determining whether subjects experience enrichment and growth or increasing difficulties or mental illnesses and social disorders. Therefore the paper takes the position that education can be an effective measure for fostering stable, flexible and multiple European identities. Given the research results, intercultural education, as developed and applied in a European context, can be considered as the most appropriate approach.

In Greece, little empirical research has been done to investigate Junior High School students' perceptions on the teacher's role in a guidance and counseling framework, and no recent research at all for High School students respectively. The purpose of the present study fills that gap, using a quantitative research method. The sample consists of 487 students from three General Junior High Schools (Gymnasium) and three General High Schools (Lyceum), as well as one Vocational High School (EPAL). The results show clearly that students desire to have counseling support at their school and also need their teachers to have guidance and counseling skills, to listen to and understand their problems, to support them with what troubles them, to encourage them and contribute to the development of their personality.

Activity based learning is a successful educational model in various disciplines and recently it has been proved very effective in business institutes also. This paper was intended to explore the effects of internship in the university students of Pakistan as an activity based learning in order to boost their skills and abilities. Qualitative research as research design was adopted for the study following interpretivist paradigm. For the purpose of data collection, 30 students from business institutes were interviewed. Only those candidates were chosen who had recently completed their internship in well-known organizations of Pakistan. Data analyses was done through NVivo software version 11, suggested for qualitative data analyses. Findings propose that industrial internship is a viable activity for the learning and growth of university students. Practical experience, teamwork, understanding strengths and weaknesses, financial support for further studies and exposure to real world problems were found chief outcomes of internship in terms of professional development. Likewise, goal setting, internal motivation, confidence, punctuality, regularity and understanding responsibility in terms of personality development were found as key outcomes of internship for business students.

The aim of the study was to compare narcissism levels of bodybuilding athletes in elite level before and after anabolic steroid cure. Method: The sample group of the study was composed of a total of 42 bodybuilding athletes who use steroids and voluntarily participated in the study. A control group of 22 people was also established and they did not use steroids. Personality Inventory was used as a data collection tool. 16-question Narcissistic Personality Inventory (NPI-16) was coordinated by Daniel R. Ames and his colleagues at Colombia University. Paired sample t-test and descriptive statistical analysis were applied in the analysis of the data. Results: Before the steroid cure, the athletes' narcissism level was found to be (8, 5714), after steroid cure, the athletes' narcissism level was found to be (13, 4286). Conclusion: According to the statistical analysis results, it was determined that there was an increase in narcissism levels of the athletes after steroid cure. When this result is evaluated according to the characteristics of narcissistic personality, it can be said that after anabolic steroid cure, athletes more liked their bodily and physical characteristics.

The article is devoted to the problems of moral education of students through the ethical conversations at the seminars of the course "history of Tatar literature". On the example of several classical works, firstly, the educational potential of literature is shown, and secondly, the effectiveness of ethical conversations and the system of value-oriented situations is emphasized. Experimental work on the basis of ranking the life values of young people shows the degree of effectiveness of the combination of ethical conversations and value-oriented situations in the formation of moral personality.

The purpose of the study is to develop and test the original model which illustrates the development of personality in the information society. The study involved two Russian universities, higher educational institutions of the Arab Emirates and Kazakhstan. A total of 400 students participated in the research. The experiment consisted of three stages: introductory, experimental, and final. At the introductory stage of the study, the influences of the information society on the development of human personal qualities were analyzed. At the experimental stage, the original model which illustrates the development of personality in the information society was developed and implemented. At the final stage, the students were surveyed in accordance with the original methodology for the use of the capabilities and resources of the information society for personality development. After the implementation of the model, the number of students using the capabilities of the information society for personal development, the development of professional skills, and maintaining and strengthening health increased by 18.5%, 18.7%, and 10%, respectively. The practical value of the scientific research results relates to the possibility of using the questionnaires and models of personality development in the context of the information society in the higher education system of Russia, the Arab Emirates, Kazakhstan, and other countries. The model described in the study is relevant in the context of the transfer of the educational process in higher education to a distance format and the growing social isolation of an individual caused by the coronavirus pandemic.

The aim of this work is to investigate whether literature has effect on the personality development of individuals or not. This works aims to provide answers to the following research questions: "Does literature have effect on individuals' general harmony level, their social cohesion levels, personal harmony level, self-actualization level, emotional stability level, neurotic tendencies, psychotic symptoms, family relations, social relations, compliance level of social norms and antisocial tendencies? This research was carried out on the students studying in secondary schools located in Kirsehir City, Turkey during 2008 to 2009 academic years. Disproportionate cluster sampling was used to take the sample from 12 different schools. 14 students were randomly selected from each school; a total of 168 students participated in the survey. "Hacettepe Personality Inventory" published by Özgüven and "Personal Information Form" were used as measurement materials. According to the research findings, literature does not have a significant influence on the general, social and personal harmony of individuals, their self-actualization, emotional stability and harmony levels of social norms, neurotic and anti-social tendencies, psychotic symptoms and family relationships; however, literature has a significant influence on their social relations.

As with the other case studies in this journal, Ben Moudry and Andrew Christopherson present a vision of a Montessori high school that is focused on fostering the adolescent personality in connection to society. This chapter uses concrete examples of the key experiences and programs that provide the adolescents at The Grove School with this goal in mind. A list of desired outcomes for adolescents along with associated adolescent specific indicators is provided as these outcomes guide the work at The Grove School. [This talk was presented at the NAMTA Adolescent Workshop at the AMI/ USA Refresher Course, February 17-20, 2017 in Austin, TX.]

The relevance of the article stems from the need to comprehend the spiritual dominance of the traditional belief of the Sakha people. The essential idea of the article is to consider the religious worldview of the Sakha people as a source of spiritual values. The purpose of the article is to justify the spiritual potential of the Sakha people in the personality development of their children. The scientific novelty of the article is to provide the most comprehensive picture of the existing views of the researchers on the issue of the beliefs of the Sakha people and the rationale for it as a source of the self-organizing system of personal spiritual formation. Research methods: Dialectic and Indigenous Methodology. The main part of the article is the concept of "Ichi" (spirits) and nine Tusculums (programmes) of the supreme Gods as sources of human spirituality. The findings of the study are reflected in the conclusion.

Stunning developments in this era have brought different meanings in both educational conditions and time and space in education. Developing technologies have made education applicable everywhere. In other words, education has been taken outside of the known space (classic school walls). Individuals' constant innovation has caused the development of the concept of "lifelong learning", which is among the primary concepts in today's educational studies. However, teachers play a key role in accepting and accurately perceiving this approach. Because approaches and tendencies of teachers concerning this subject will be effective upon forming a relevant perception in their environment. Education received by teachers in the preservice period plays an important role in the formation of a positive or a negative tendency. Thus, the determination of lifelong learning tendencies of prospective teachers is very important in terms of educational strategies to be developed in this direction. The objective of this study is to determine lifelong learning tendencies of prospective teachers according to different variables. Target population of the study consisted of students studying in different grades of Gazi University Gazi Faculty of Education. As the group where the study data would be collected was very intense; no sample was selected to represent the population. In this context, 350 students studying in different grades were included in the sample. In the study, the data were collected via a scale that was developed by Coskun Diker (2009). The collected data were analyzed and tabulated via the SPSS package software. Examining the data; it was observed that lifelong learning tendencies of prospective teachers differed according to gender, academic achievement, grade and the state of participating in a personal development course.

This paper explores the traits of the leadership dexterity of special students. Leadership in special students is not an expected phenomenon. Cases of special students studying at the University of Tampere, Finland are reported on here. Each case contributes uniqueness and offers qualitative insight into this phenomenon. Interviews were conducted on the respondent's willingness. The interviewees were special students who suffered from different special dexterities such as cerebral palsy, dyslexia, and height phobia. The findings suggest that realizing weakness is important and transforming these in strengths that lead to behavioral changes. Initiating special abilities enhances in strengthening the weaknesses empowering them to perform better through adaptability. Their initiative persistence is high because they are pushing themselves harder. This empowers them to increase their competence through maintaining the stability and adaptability to perform. However, losing persistence is another form of weaknesses.

The way school principals make sense of the context of their work shapes their actions. As in all adults, principals' sense-making capability is a function of the ego and can change over time. Adult ego development theory describes distinct, qualitatively different stages of sense-making ability. The research reported here assessed the adult ego development stage of 20 school principals in England using the Washington University Sentence Completion Test. Principals in the Self-Aware, Conscientious and Individualist stages of adult ego development were identified. The research used a critical incident technique to analyse principals' sense-making capabilities and how others experience them in their role as principals. The findings show substantive differences between those in different stages of adult ego development in relation to their sense-making processes, the feelings they experience and display as emotions, how they involve others in the sense-making process and how others experience them. There is a discernible trend in the behaviours of school principals and how others experience them that relates to the transition from the Self-Aware stage to the Conscientious stage and then to the Individualist stage. These findings have significant implications for understanding the practice of school principals.

The reactivity-regulation model suggests that the origins and maintenance of shyness results from relatively high levels of reactivity in combination with relatively low levels of regulation. Although this model has received some empirical support, there are still issues regarding directionality of the relations among variables and a dearth of studies examining the joint influence of reactivity and regulation on the prospective development of shyness. Using a longitudinal design, we first examined whether the relations among reactivity, regulation, and shyness were unidirectional or bidirectional in a sample of 1284 children (49.8% female, 84.1% White; mean parental education fell between associate degree/diploma and undergraduate degree) assessed annually across three waves from late childhood and early adolescence (M[subscript age] = 10.72 years) to adolescence (M[subscript age] = 12.42 years) and then examined whether reactivity and regulation interacted to influence the development of shyness over time. At Wave 1, shyness was related to higher levels of reactivity and lower levels of regulation at Wave 2, but neither reactivity nor regulation at Wave 1 predicted shyness at Wave 2. At Wave 2, shyness predicted greater reactivity at Wave 3, but shyness at Wave 3 was only predicted by lower levels of regulation at Wave 2. Contrary to the reactivity-regulation model of shyness, we found that relatively high levels of reactivity and low levels of regulation predicted a steep decrease in shyness over 3 years. These results are discussed in the context of the socioemotional difficulties experienced by shy individuals and demonstrate the importance of empirically evaluating long-standing models of personality development.

The current investigation tested predictions from the interactionist model (IM) of socioeconomic influences on the development of negative personality traits with respect to feelings of alienation and low well-being. The model tested proposed that lower family socioeconomic status would lead to fewer parenting and material investments in the next generation adolescent, which in turn would be associated with higher levels of adolescent negative personality traits. The IM also predicted a transactional process in which adolescent negative personality attributes would then deter future socioeconomic success during adulthood which, in turn, would hinder adult development in terms of greater feelings of alienation and diminished well-being. Analyses with a cohort of 347 adolescents followed for over 20 years produced findings consistent with these predictions. Moreover, additional analyses with 282 of the third generation children of these cohort members demonstrated that this same process was being replicated in the third generation. The findings suggest reciprocal or transactional influences that promote the development of negative personality attributes and accumulating personal, economic and social advantages over time and generations.

In early adolescence, levels of conscientiousness and agreeableness have been found to temporarily decrease, with levels of neuroticism increasing, indicating a dip in personality maturation. It is unknown whether these changes are related to the process of puberty, a major developmental milestone with numerous changes for children. Here, we first replicated the dip in personality maturity in early adolescence (N = 2640, age range 8-18, 51% girls, 65% non-Hispanic white, 21% Hispanic/Latino, 10% African American, 9% other, roughly 33% of families received means-tested public assistance) and tested associations between the Big Five personality dimensions and pubertal development and timing across late childhood and adolescence (n = 1793). Pubertal development was measured using both hormonal assays (DHEA, testosterone, and progesterone) and self-reports of secondary sex characteristics. Of hormonal measures, only higher DHEA concentrations were associated with lower conscientiousness and openness. Nonparametric moderation analyses using LOSEM indicated Complex Age × Sex interactions involving all three hormones. Self-reported pubertal development was associated with lower extraversion, conscientiousness, agreeableness, and openness. More advanced pubertal timing was also related to lower levels of extraversion, conscientiousness, and agreeableness. All associations were small. As some evidence was found for small associations between pubertal development and lower levels of conscientiousness and agreeableness, a dip in personality maturation in these personality traits may be partly due to pubertal development in early adolescence. Overall, results did not indicate that pubertal development was the primary explanation of the maturity dip in adolescent personality. Many small influences likely accumulate to explain the dip in personality maturity in early adolescence.

The objective of the research is to determine e-learning solutions for the implementation of the spaced learning in university students' sustainable education. In the spaced e-learning method, the course content includes few-minute pauses between repetitions, during which students let their brain "rest" with different content and then return to the course. Information technology solutions are based on the identification of students' individual and situational interests and the following promotion of students' interests for personal development by the content of spaces. Current research is oriented to the search for benefits from synergy of the technological and pedagogical e-learning developments. The study includes three cycles of education action research. The first and second cycles aim at finding the most effective method to include content for sustainable personality development in the course. At Riga Technical University, a prototype of two blended learning Master level courses was created and approbated with Master level students. Outcomes of the research were evaluated by reflection on students' opinions and analysis of user behavior data in the e-learning environment OpenEdX. The results obtained in the first and second cycles of the action research and reflection are the basis for the conceptual development of the Living Lab solution in the MOODLE environment with personalized content. Technological solutions for the implementation of personalized content of spaces for personality development are based on the student's self-assessment of his/her individual interests. The research shows the potential of the spaced e-learning for instructional learning and personality development, thus leading to learning for sustainability in the broadest sense as a perspective of pedagogy with inherently sustainable nature, that we denote as "fostering" in the study. The spaced e-learning method was seriously influenced by the COVID-19 crisis due to the replacement of blended learning with fully online learning.

The aim of this study is to determine the perceptions of primary school teachers about character education. In this descriptive study, data were collected by using a survey questionnaire which required descriptive analysis. Based on the findings, it was revealed that primary school teachers (n = 60) defined the character education as moral values necessary to be taught to individuals and behaviors for their personality development. According to the teachers, the most important responsibility of them is to be a model for their students and in order to be a good model they should have the desired characteristics. Some of the teachers think that students who do not get enough support from their parents can have positive characteristics thanks to intense communication and collaboration among school-parents and teachers. On the other hand, some teachers do not think that such kind of students can change. However, the majority of teachers think that students having negative characteristics such as telling lie, cheating and showing disrespectful behaviors can be changed through support. Almost all teachers think that nowadays students lack of respect and responsibility, and they believe that character education conducted at schools is not enough for students.

The importance of the studied problem is determined by the fact that the influence of the deviant environment on society, the spread of its morality, a psychological "exposure" of a less stable part of the population, that is teenagers and young adults, all this is--a reality of the contemporary social situation. The study of problems connected with the personality formation in teenage years and adolescence, the effect of social relations on the deviance manifestation acquires a great significance. Due to it, this article is directed towards the study of life situations in teenagers and young adults who are predisposed to deviant behavior for the purpose of verifying the hypothesis about the presence of specific features in a person who is predisposed to deviant behavior which was linked to life situations which the person's life goes through. In the framework of completing the goals set before the study the comparison of types and categories of life situations was conducted as well as the average time of retrospection and anticipation in young people who are predisposed or not to deviant behavior. The results of the comparative analysis of various sample groups of teenagers and young people are given in the conclusions among which the most significant item is the lesser time of anticipating events in young people who are susceptible to deviant behavior which is explained by a less clear life prospect and as a sequence by a lesser level of purposefulness of their own life activity. The leading approach to the study of this problem is holistic, systemic and dialectic approaches which provide integrity and comprehensiveness of the study based on a holistic personal development that takes into account the history of a personality. The materials of the article are of practical importance for psychologists, social workers and staff members of educational institutions that carry out work with teenagers and young adults who are prone to deviant behavior.

Our personality develops gradually, and this process is influenced by various factors, with language being one of the most important. We need to communicate with other people, to speak as much, as we need occupation, and this need determines the development of our personalities. Language is deeply embedded in our conscious and subconscious. Through language we perceive most of the information about the world and the way it is organised. It helps children identify themselves. By learning language, we acquire cognitive frames and schemes of possible actions, as well as behaviour models and patterns we can employ in various situations. The article presents the analysis of the other works on the problem, performed in order to define dialogic communication, its characteristics, functions, and the role it plays in the development of personality. It also demonstrates why dialogic communication should be used more widely in schools. The experiments conducted allowed us to determine the psychological and pedagogical conditions required for effective development of dialogic communication between teenagers. We also came to a conclusion that the effectiveness of dialogic communication in schools depends on the combination of various pedagogical conditions, including the teacher's determination and motivation, the use of didactic literature, education methods, link between education and real life, speech norms, and communication standards.

The purpose of the study is to consider the problem of the organization of working with adolescents with deviant behavior through the development and implementation of their psychological and pedagogical support based on student-centered and system approaches. Holistic application of components of psychological and pedagogical support (diagnostic, developmental and correctional) we consider as an open system that interacts with the social environment. The authors determine that modern models of deviant behavior correlation ought to focus on creating the conditions that allow the child to build their own system of relations with the world, other people, himself and independently to overcome difficulties; moreover, they should include reflexive and analytical approach to the process and the result of psychological and pedagogical support. Experienced and experimental work on the implementation of psychological and pedagogical support of adolescents with deviant behavior in secondary school allowed us to make a conclusion about the effectiveness of using a specially designed program of psychological and pedagogical support of adolescent with deviant behavior with a view to its correction.

Today, the traditional approach to professional training is obsolete. This problem has determined the need to create new didactic forms related to the organization of training in the modern education system. The purpose of this study was to analyze possible development of professionally important qualities and abilities in the future social care teachers through the role plays. The value of role plays lies in their diagnostic, developmental, training, correctional, educational and psychotherapeutic potential. Role plays provide development of personal and professional attitude of the future social worker, along with approximation to the chosen profession. Different types of role plays give the possibility to model quasi-professional situations, realizing the future propaedeutic socio-pedagogical activity of students. Role plays has a positive impact on the development of competencies related to social interaction: the ability to constructively resolve conflicts; competent communication with different groups of people; willingness to build tolerant relations with people of different nationalities, religions, ethnic groups, political and ideological convictions, etc. The use of role plays in the training of social workers provided deliberate and purposeful use of group therapy in practical activities as well as active learning methods, pedagogical correction and social diagnosis. It was important that the game fostered mastering diverse behaviours by students. Using various types of role plays in the psychological and pedagogical training proved to be very useful and promising for professional and personal development of the future social care workers.

Actual continuity of the problems stated in this article caused by the fact that modern education is directed at the formation of a mobile person of the teacher, who is able to transform the educational reality and himself in accordance with the requirements of a developing society, and to provide not only high-quality mastering studying the necessary content, but also the development of their personal qualities. The purpose of the article is to develop content-technological aspects of professional mobility of teachers in supplemental education system. The leading methods of research were: interdisciplinary analysis and data synthesis of the philosophical, sociological, natural-scientific, psychological and educational literature; analysis of foreign and domestic psychological and pedagogical experience for the formation of a mobile person in the educational systems; conversation, written survey, interviewing teachers and heads of educational institutions, the method of expert evaluations and self-evaluations; a method of self-managed adults, summarizing these results and ascertaining the formative experiment. The article reveals the essential characteristics (integrity, complementarity, coherence) and structure (personal activity, willingness to perform social roles, adaptability and creativity), formed the conceptual and categorical apparatus of personal mobility, specifications for the detection of the level of its development are proposed, psychological nature of personal mobility the teacher as a value-semantic constructs are disclosed in content and technological aspects of mobility in the system of supplementary education. The results can be used for the organization and implementation of supplementary educational qualification of teacher's development programs.

The authors reveal an innovative approach to training and education of preschool children. This approach is called "GARDEN OF CHILDHOOD". It is based on the idea that the development of the preschool child's personality should be joyous and free "cultural self-creation" in terms of the collective co-creation, where adults and children are equal partners. The authors emphasize the aesthetic component of preschool education, arguing that it allows to develop child's abilities to generalize, to educate dialectical and originality of mind, self-solve creative problems, to be active, relaxed, not afraid of the new, the unexpected things.

This article is aimed at the disclosure of the process of familiarizing senior preschool children to the culture of different nations through didactic games. The purpose of the article is to determine the content of ethno-national culture of the people, accessible to children preschool age, which includes a set of elements of ethnic (folk costume, folk tales, games, music, dance, decorative and applied arts) and national (symbolism, sights) culture, and realized didactic games. A structurally-substantial characteristics of a subject position of pre-school age child, consisting of the following components: motivational-value (interest and relevance to ethno-national culture), cognitive (understanding of the ethno-national culture of their own and other peoples), emotional (emotional manifestations in the process of interaction with elements of ethno-national culture), the regulatory-activity (activity initiative in creative activity and the ability to self-willed behavior). The leading approach to the study of this problem is the activity that allows you to consider the work as a means of formation and development of human subjectivity. The article highlights the criteria for assessing the level of development of a subject position of the child's personality in the process of development of ethno-national culture of the people: the scope and completeness of knowledge about ethnic and national culture of their own and other peoples, the degree of expression of interest, the content and methods of expression related to ethno-national culture, expression of positive emotions in interaction with the elements culture of the people, the behavior of the child in its development; defined levels of a subject position of the child's personality in the process of development of ethno-national culture of the people. Article submissions are of practical value to teachers of preschool educational institutions.

The article describes the main approaches to the problem of social success of the individual. Analysis of scientific psychological and pedagogical literature showed that Modern life requires individuals, not only in business and organizational qualities, but also the ability to navigate in a changing environment, ability to communicate, collaborate, ability to make a career--to be a successful person. The authors have constructed a methodological system of studying of the given problem, on the basis of generalization of experience of development of social success of the individual, which is based on the principles of personality-developing education, subjectivity, socio-cultural conformity of education, based on the motivations and abilities of the individual, finds its content in the forms of education and upbringing of such author's "framework for the development of social success of the Individual, special course", "Club success", "Path to Profitability" festival of pedagogical ideas, Web the page "School socially successful person" on the website of the University.

Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive development of a preschool child by means of the system of situations, including identification of the average level for chronological age. Thus the leading technology is modeling the systems of open-type tasks of mathematical contents and the system analysis of big selections of experimental data based on the two-point scale of four parameters: optimality of the ideas offered by children; efficiency of the reasoning given by them; originality of their answer and level of decision development. As a result of the pilot study conducted in 2015 on selection of 3,800 preschool children, it was succeeded to approve the offered technology of estimation and to generalize results in the form of the integrated assessment of relative character-coefficient of cognitive development level. Mathematical-statistical processing of the results of the research allows to prove uniformity of experimental selection and to specify the level of cognitive development with a reliable accuracy of normal distribution for each age group of the preschool child basing on calculation of samples quartiles that in turn can define the further program of individual development of a child providing his transition to higher level of the general education and consequently, higher quality of education.