The subjectivity of the personality of learners as a response to the challenges of modern times
Bibliographic record
Abstract
Justification of the objectives of the study: the article discusses issues related to the present, faced by students and future professionals, as well as teachers and psychologists. Subjectivity is an integrative, complex characteristic of personality. The purpose of this study: to consider the concept of “subjectivity” as a qualitative characteristic of a personality that opens up the possibility of adapting to the challenges of our time. Identify points of underdevelopment for the prospects of psychological activity in this area. Research methods: Components of subjectivity determined the choice of methods. Accordingly, to study the level of subjective control localization, we used the J. Rotter test questionnaire, the Everett L. Shostrom questionnaire to determine personal orientations, and the diagnosis of reflexivity to study the level of development of emotional intelligence. A.V Karpova and the Toronto alexithymia scale. Research results: most students tend to focus on a structure set from the outside, focused on external, often alien personality factors, which does not contribute to the development of subjectivity, does not form responsible for the learning outcome Main conclusions. At the student age, direct directed psycho-correctional work on the development of the components of subjectivity is possible and necessary. For this, it is necessary: the inclusion in the process of goal-setting and planning of various types of activities; the creation of situations of choice and self-determination, social and professional tests. Such efforts will allow the formation of a modern personality that can meet the challenges of our time.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".