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Research potential and cognitive features of students. / Kostromina, S.; Bordovskaia, N.; Rozum, S.; Moskvicheva, N.; Iskra, N.

In: Psychology in Russia: State of the Art, Vol. 77, No. 4, 2014, p. 122-136.

Research output: Contribution to journal › Article › peer-review

Harvard

Kostromina, S, Bordovskaia, N, Rozum, S, Moskvicheva, N & Iskra, N 2014, 'Research potential and cognitive features of students', Psychology in Russia: State of the Art, vol. 77, no. 4, pp. 122-136. https://doi.org/10.11621/pir.2014.0411

APA

Kostromina, S., Bordovskaia, N., Rozum, S., Moskvicheva, N., & Iskra, N. (2014). Research potential and cognitive features of students. Psychology in Russia: State of the Art, 77(4), 122-136. https://doi.org/10.11621/pir.2014.0411

Vancouver

Kostromina S, Bordovskaia N, Rozum S, Moskvicheva N, Iskra N. Research potential and cognitive features of students. Psychology in Russia: State of the Art. 2014;77(4):122-136. https://doi.org/10.11621/pir.2014.0411

Author

Kostromina, S. ; Bordovskaia, N. ; Rozum, S. ; Moskvicheva, N. ; Iskra, N. / Research potential and cognitive features of students. In: Psychology in Russia: State of the Art. 2014 ; Vol. 77, No. 4. pp. 122-136.

BibTeX

@article{4c82b686312a4b4fb62811a55bed751d,
title = "Research potential and cognitive features of students",
abstract = "{\textcopyright} 2014 Lomonosov Moscow State University. This article examines the theoretical and methodological justifications for studying students' research potential. It presents proof of the isomorphic nature of human research activity and research potential as well as of the fluid nature of its development: from research-like behavior to science-based research activity. It defines three functional components (motivational, cognitive, and behavioral) that form the structure of research potential. It further presents the results of empirically studying the cognitive features of master's students possessing different levels of research potential. It provides data on the dynamics of research-potential components at different educational levels (bachelor's and master's programs). Special attention is given to a comparative analysis of evaluations by research tutors regarding their students' research potential and of the indicators obtained using psychodiagnostic methods.",
author = "S. Kostromina and N. Bordovskaia and S. Rozum and N. Moskvicheva and N. Iskra",
year = "2014",
doi = "10.11621/pir.2014.0411",
language = "English",
volume = "77",
pages = "122--136",
journal = "Psychology in Russia: State of the Art",
issn = "2074-6857",
publisher = "Издательство Московского университета",
number = "4",

}

RIS

TY - JOUR

T1 - Research potential and cognitive features of students

AU - Kostromina, S.

AU - Bordovskaia, N.

AU - Rozum, S.

AU - Moskvicheva, N.

AU - Iskra, N.

PY - 2014

Y1 - 2014

N2 - © 2014 Lomonosov Moscow State University. This article examines the theoretical and methodological justifications for studying students' research potential. It presents proof of the isomorphic nature of human research activity and research potential as well as of the fluid nature of its development: from research-like behavior to science-based research activity. It defines three functional components (motivational, cognitive, and behavioral) that form the structure of research potential. It further presents the results of empirically studying the cognitive features of master's students possessing different levels of research potential. It provides data on the dynamics of research-potential components at different educational levels (bachelor's and master's programs). Special attention is given to a comparative analysis of evaluations by research tutors regarding their students' research potential and of the indicators obtained using psychodiagnostic methods.

AB - © 2014 Lomonosov Moscow State University. This article examines the theoretical and methodological justifications for studying students' research potential. It presents proof of the isomorphic nature of human research activity and research potential as well as of the fluid nature of its development: from research-like behavior to science-based research activity. It defines three functional components (motivational, cognitive, and behavioral) that form the structure of research potential. It further presents the results of empirically studying the cognitive features of master's students possessing different levels of research potential. It provides data on the dynamics of research-potential components at different educational levels (bachelor's and master's programs). Special attention is given to a comparative analysis of evaluations by research tutors regarding their students' research potential and of the indicators obtained using psychodiagnostic methods.

U2 - 10.11621/pir.2014.0411

DO - 10.11621/pir.2014.0411

M3 - Article

VL - 77

SP - 122

EP - 136

JO - Psychology in Russia: State of the Art

JF - Psychology in Russia: State of the Art

SN - 2074-6857

IS - 4

ER -

ID: 5740556