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DOI: 10.15507/1991-9468.100.024.202003.396-411
Evaluation of the Deferred Efficiency of the Formative Psychological Impact in the Educational Environment
Irina A. Baeva
Professor of the Chair of Psychology of Development and Education, Head of the Research Laboratory, The Herzen State Pedagogical University of Russia (48 Moika Emb., St. Petersburg 191186, Russia), Dr.Sci. (Psychology), Professor, Member of the Russian Academy of Education, ORCID: https://orcid.org/0000-0003-2457-8221, Scopus ID: 56662208400, Researcher ID: Q-1687-2015, This email address is being protected from spambots. You need JavaScript enabled to view it.
Liudmila I. Shakhova
Associate Professor of the Сhair of Psychology, Higher School of Psychology, Pedagogy and Physical Culture, Northern (Arctic) Federal University named after M. V. Lomonosov (17 Emb. of the Northern Dvina, Arkhangelsk 163002, Russia), Ph.D. (Psychology), ORCID: https://orcid.org/0000-0003-1990-6825, Researcher ID: AAU-1803-2020, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction. The relevance of the study is determined by the importance of methodological foundations and techniques for the assessment of the deferred efficiency of the psychological programs and formative impacts in the education system. By using the program for ensuring the elementary school students’ psychological safety the authors demonstrated the possibility of assessing the effectiveness of psychological influence three years after the program had been completed. The purpose of the article is to discuss the results and the algorithm for determining the deferred efficiency of the program of psychological influence in the educational environment.
Materials and Methods. At the stage of primary diagnosis of effectiveness, the following methods and techniques were used: the questionnaire for children, parents and teachers (developed by the authors); questionnaire “Typical mental states students experience in educational activities”; explicit anxiety scale for children CMAS; technique “ladder”; drawing “Me in school”; color association technique; expert assessment of the educational environment in terms of risks and psychological safety resources. At the stage of deferred diagnosis (three years after the forming experiment) the same package of psychological diagnostics was used, as well as the standardized scale “Psychological safety of the educational environment” by I. A. Baeva. Methods of mathematical statistics of the stage of deferred diagnosis: two-stage cluster analysis; discriminant analysis with variable prediction; Pearson’s Chi Square; G-criterion of signs; ANOVA using software package SPSS Statistics 22.00.
Results. An algorithm is proposed for the deferred assessment of the formative psychological impact in the educational environment. The applied diagnostic complex for assessing the psychological safety of primary schoolchildren, students of cadet classes has been proved to be valid. The efficiency of the program for ensuring the psychological safety of elementary schoolchildren and students of cadet classes has been confirmed, both in the immediate and in the long-term perspective.
Discussion and Conclusion. The approach to deferred assessment of the effectiveness of psychological programs used in the research can serve as the basis for developing assessment methods and techniques for the quality of a formative experiment in psychology; for increasing the effectiveness and importance of psychological support for the participants of the educational environment. The article can be of interest to researchers of psychological problems in educational practice when determining the efficiency of support programs.
Keywords: performance evaluation, formative experiment in psychology, educational environment, psychological safety of students, psychological impact
Funding: The study was carried out with financial support of Russian Foundation for Basic Research (Project No. 19-013-00553).
For citation: Baeva I.A., Shakhova L.I. Evaluation of the Deferred Efficiency of the Formative Psychological Impact in the Educational Environment. Integratsiya obrazovaniya = Integration of Education. 2020; 24(3):396-411. DOI: https://doi.org/10.15507/1991-9468.100.024.202003.396-411
Contribution of authors:
Irina A. Baeva – scientific guidance; overall design and research concepts; generalization of results and formulation of conclusions.
Liudmila I. Shakhova – development and analysis of general results, study of scientific literature; collection and systematization of data; mathematical and statistical processing of empirical results and their analytical evaluation.
All authors have read and approved the final manuscript.
Submitted 09.06.2020; revised 27.07.2020; published online 30.09.2020.
This work is licensed under a Creative Commons Attribution 4.0 License.