Bulletin of Kemerovo State University. Series: Humanities and Social Sciences Bulletin of Kemerovo State University. Series: Humanities and Social Sciences Вестник Кемеровского государственного университета. Серия: Гуманитарные и общественные науки 2542-1840 2541-9145 55617 10.21603/2542-1840-2022-6-4-263-268 Междисциплинарные исследования когнитивных процессов Interdisciplinary Cognitive Studies Междисциплинарные исследования когнитивных процессов Attention Development in Elementary School Children: Psychological and Social Factors Психологические и социальные факторы развития свойств внимания у младших школьников Гроголева Ольга Юрьевна Grogoleva Ol'ga Yur'evna https://orcid.org/0000-0002-7033-6584 Белогай Ксения Николаевна Belogai Ksenia N. https://orcid.org/0000-0002-5218-2841 Борисенко Юлия Вячеславовна Borisenko Julia Vyacheslavovna evseenkova@mail.ru

доктор психологических наук;

doctor of psychological sciences;

 Симкин Михаил Липович Simkin Mikhail L. Омский государственный университет им. Ф. М. Достоевского Омск Россия Dostoevsky Omsk State University Omsk Russian Federation Кемеровский государственный университет Кемерово Россия Kemerovo State University Kemerovo Russian Federation Кемеровский государственный университет Россия Кемеровский государственный университет Russian Federation Кемеровский государственный университет Кемерово Россия Kemerovo State University Kemerovo Russian Federation 12 12 2022 12 12 2022 6 4 263 268 29 08 2022 07 10 2022 https://naukaru.ru/en/nauka/article/55617/view

Цель – выявить психологические и социальные факторы развития свойств внимания в младшем школьном возрасте. Предмет исследования – взаимосвязь личностных факторов, характеристик материнско-детских отношений и средовых факторов со свойствами внимания младших школьников (10–11 лет). В исследовании приняли участие 54 обучающихся и их матери. Для измерения концентрации, устойчивости и переключаемости внимания детей использовалась «Корректурная проба». Личностные особенности младших школьников изучались при помощи теста Г. Айзенка, направленного на определение экстраверсии и нейротизма, и разработанной О. Ю. Гроголевой анкеты для анализа уровня мотивации школьника. Матери обучающихся заполняли опросную методику «Взаимодействие родитель-ребенок» И. М. Марковской, позволяющую оценить характеристики материнско-детских отношений, и анкету, направленную на получение информации о режиме дня ребенка. Для обработки данных применялся коэффициент корреляции Спирмена, критерий φ – угловое преобразование Фишера и факторный анализ. Статистическая обработка результатов показала, что устойчивость внимания имеет наибольшее число взаимосвязей как с внутриличностными, так и с социально-психологическими факторами. Значение для развития свойств внимания у младших школьников имеют эмоциональная устойчивость, экстраверсия, характеристики учебной мотивации детей. Наиболее значимыми параметрами материнско-детских отношений оказались тревожность матери, ее удовлетворенность отношениями с ребенком и эмоциональная близость с ним. Средовые факторы, в частности режим дня младшего школьника, также вносят вклад в развитие свойств внимания.

The research featured the psychological and social factors of attention development in primary school children (10–11 y.o.), which also depends on such personal factors as mother-child relations and environment. The study involved 54 students of a comprehensive school in the city of Omsk, as well as their mothers. The Correction Test was used to measure the concentration, stability, and attentional set-shifting. The personal characteristics were studied using H. J. Eysenck's test of extraversion and neuroticism, as well as O. Yu. Grogoleva's questionnaire of motivation. The mothers were asked to fill in I. M. Markovskaya's Parent-Child Interaction Survey, as well as a questionnaire about their child's daily routine. The obtained data were processed using the Spearman correlation coefficient, the Fisher's criterion of angular transform, and the factor analysis. The attention span appeared to depend on both intrapersonal and socio-psychological factors. Emotional stability, extraversion, and academic motivation also affected children's attention. As for mother-child relations, mother's anxiety, satisfaction, and emotional closeness were the most important factors. Such environmental factors as the daily routine also contributed to the attention span.

 свойства внимания младший школьный возраст устойчивость переключаемость концентрация материнско-детские отношения свойства темперамента учебная мотивация режим дня attention span primary school age susceptibility attentional set-shifting concentration child-mother relationship properties of temperament learning motivation daily routine Исследование выполнено при поддержке Кемеровского государственного университета, грант комплексного научно-технического проекта (соглашение Министерства науки и высшего образования РФ и ФГБОУ ВО «Кемеровский государственный университет» № 075-15-2022-1195 от 30.09.2022). The study was supported by a comprehensive scientific and technical project grant from the Kemerovo State University, agreement of the Ministry of Science and Higher Education of the Russian Federation and the Kemerovo State University, No. 075-15-2022-1195 dated September 30, 2022.

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