ABSTRACT
The goal was to create a brief temperament inventory grounded in the Regulative Theory of Temperament (FCB-TMI-CC), with a user-friendly, online applicability for studies in different cultures. As the regulative role of temperament is strongly revealed under meaningful stress, the study was planned within the time of the COVID-19 pandemic. To ensure high diversity in terms of culture, economic and environmental conditions, data from nine countries (Poland, United States of America, Italy, Japan, Argentina, South Korea, Ireland, United Kingdom and Kazakhstan) were utilized (min. N = 200 per country). Validation data were gathered on the level of COVID-19 stressors, posttraumatic stress disorder (PTSD), depression, anxiety and stress symptoms, and Big Five personality traits. Multigroup confirmatory factor analysis served as the basis for the inventory's construction. The final culture-common version includes 37 items (5-6 in each of the 7 scales) and covers the core aspects of temperament dimensions. Temperament structure was confirmed to be equivalent across measured cultures. The measurement is invariant at the level of factor loadings and the reliability (internal consistency) and theoretical validity of the scales were at least acceptable. Therefore, the FCB-TMI-CC may serve as a valuable tool for studying temperament across diverse cultures and facilitate cross-cultural comparisons.
ABSTRACT
The purpose of this paper is to quantify the factors that disrupt the mental health of kindergarten (KG) teachers. For this, the researchers conducted an electronic survey of preschool teachers (n = 587) on a popular educational platform with the Symptom Checklist-90-R and content analysis of interviews in practicing KG teachers (n = 105) with an open discussion of the main stressors during professional activities. Self-reports indicated that depression, interpersonal sensitivity, and anxiety were the main mental health symptoms. ANOVA has revealed that total teaching experience is a statistically significant factor for the mental health of KG teachers: F(2.60) = 5.99. According to respondents, the main stressors included concern for the children's health, fear of injuries, and difficulties in communicating with parents. The synthesis of results allowed for proposing six specific steps for mental health care in KG teachers. The findings are important for administrators and officials of preschool education. The proposed approach can become a theoretical basis for finding ways of mental health care for practicing teachers in further research.
ABSTRACT
The paper was intended to develop a new methodological system and test its impact on the development of motivation and giftedness among children. The experiment was conducted among 1,200 children from grades 3, 7, and 10 by researchers from the Daryn Republican Applied Research Center of the Ministry of Education and Science of the Republic of Kazakhstan and L.N. Gumilyov Eurasian National University. The teaching methodology involved: interactive technologies; developing projects with faculty members; and conducting electives in the exact sciences, humanities, natural sciences, and the creative arts. The experiment lasted 4 months. Before and after the experiment, all respondents were evaluated by their instructors according to the following four criteria: academic giftedness, creative giftedness, social giftedness, and intellectual giftedness. The overall result demonstrated an increase in the level of giftedness to above-average values. Motivation levels observed among respondents in grades 3, 7, and 10 were 1.71; 1.72, and 1.54, respectively. The level for this criterion also reached above-average values. This implies that this technique is effective. This technique can already be applied not only in special schools for gifted children, but also in general educational institutions to achieve better results.
