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Formation Of Emotional-Volitional Culture Of Future Policemen In The Course Of Vocational Training

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Abstract

The article is devoted to revision of a problem of formation of the emotional-volitional culture of future policemen in the course of vocational training. It is predetermined by the increase of intensity and force of stressful factors which influence negatively on their mentality, moral and physical state during performance of professional duties. At the stage of theoretical development of a problem was made a hypothesis that formation of emotional-volitional culture of future policemen will be effective if in the course of their vocational training provide the following issues: 1) development of resistant motivation in cadets to mastering emotional-volitional culture as professionally significant quality; 2) application of pedagogical tools in educational process (forms, methods, means) which requires demonstration of emotions and volitional qualities of the personality; 3) stimulation of cadets to self-improvement of emotional-volitional culture. For testing the made hypothesis were used the following methods: theoretical (philosophical, psychological and pedagogical analysis with the purpose of conceptual construct determination and grounds of pedagogical conditions of formation of emotional-volitional culture of future policemen); empirical (questioning, testing, conversations, polls, pedagogical experiment); mathematical statistics (arithmetic mean of , Pearson criterion χ?). 358 cadets from Kharkiv National University ofInternal Affairsparticipated in a research. They formed the experimental group (180 persons) and the control group (178 persons).Results. The efficiency of pedagogical conditions implementation of formation of the emotional-volitional culture of future policemen in the course of vocational training was proved during the experimental work which included classes, extracurricular educational activities, in particular, the educational club «Fan of extreme» and also practical training of cadets. In a general number of cadets with the high level of formation of emotional-volitional culture in the experimental group increased by 30% whereas in a control group the appropriate increase was only 12%. At the same time, the number of cadets with the low level of formation of emotional-volitional culture decreased in the experimental group by 24%, in control group by 18%.Conclusions. Defined pedagogical conditions of formation of the emotional-volitional culture of future policemen were checked by scientific experiment and could be realized in the course of vocational training at the higher education establishments of Ministry of Internal Affairs of Ukraine.
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Revista Românească pentru Educaţie Multidimensională
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2018, Volume 10, Issue 2, pages: 198-209 | doi: https://doi.org/10.18662/rrem/56
Formation of
Emotional-
Volitional Culture of
Future Policemen in
the Course of
Vocational Training
Roman ZELENSKIY1,
Olena POPOVA2,
Volodymyr SOKOLOVSKYI3,
Mykola STASHCHAK4
1 H. S. Skovoroda Kharkiv National
Pedagogical University, Kharkiv, Ukraine.
2 H. S. Skovoroda Kharkiv National
Pedagogical University, Kharkiv, Ukraine.
3 National Academy of National Guard of
Ukraine, Kharkiv, Ukraine.
4 Kharkiv National University of Internal
Affairs, Kharkiv, Ukraine.
Abstract: The article is devoted to revision of a problem of
formation of the emotional-volitional culture of future policemen in
the course of vocational training. It is predetermined by the increase
of intensity and force of stressful factors which influence negatively
on their mentality, moral and physical state during performance of
professional duties. At the stage of theoretical development of a
problem was made a hypothesis that formation of emotional-
volitional culture of future policemen will be effective if in the
course of their vocational training provide the following issues: 1)
development of resistant motivation in cadets to mastering
emotional-volitional culture as professionally significant quality; 2)
application of pedagogical tools in educational process (forms,
methods, means) which requires demonstration of emotions and
volitional qualities of the personality; 3) stimulation of cadets to self-
improvement of emotional-volitional culture. For testing the made
hypothesis were used the following methods: theoretical
(philosophical, psychological and pedagogical analysis with the
purpose of conceptual construct determination and grounds of
pedagogical conditions of formation of emotional-volitional culture
of future policemen); empirical (questioning, testing, conversations,
polls, pedagogical experiment); mathematical statistics (arithmetic
mean of, Pearson criterion χ?). 358 cadets from Kharkiv National
University of Internal Affairs participated in a research. They
formed the experimental group (180 persons) and the control group
(178 persons). Results. The efficiency of pedagogical conditions
implementation of formation of the emotional-volitional culture of
future policemen in the course of vocational training was proved
during the experimental work which included classes, extracurricular
educational activities, in particular, the educational club «Fan of
extreme» and also practical training of cadets. In a general number
of cadets with the high level of formation of emotional-volitional
culture in the experimental group increased by 30% whereas in a
control group the appropriate increase was only 12%. At the same
time, the number of cadets with the low level of formation of
emotional-volitional culture decreased in the experimental group by
24%, in control group by 18%. Conclusions. Defined pedagogical
conditions of formation of the emotional-volitional culture of future
policemen were checked by scientific experiment and could be
realized in the course of vocational training at the higher education
establishments of Ministry of Internal Affairs of Ukraine.
Keywords: emotional-volitional culture; formation; future policemen;
vocational training; pedagogical conditions.
How to cite: Zelenskiy, R., Popova, O., Sokolovskyi, V., &
Stashchak, M. (2018). Formation of Emotional-Volitional
Culture of Future Policemen in the Course of Vocational
Training. Revista Romaneasca pentru Educatie Multidimensionala,
10(2), 198-209. https://doi.org/10.18662/rrem/56
Revista Românească pentru June, 2018
Educaţie Multidimensională Volume 10, Issue 2
199
1. Introduction.
The activity of policemen is carried out in a difficult political and
social situation, in the conditions of increasing of potential threats of a
national security inside and outside the state, deteriorating of criminal
situation, integration of transnational criminal groups, increases in activity of
the international terrorism, drug trafficking, distribution of illegal migration
and illicit activity at the present stage of Ukraine development. The solution
of various tasks by internal affairs bodies is followed by the increase of
intensity and force of stressful factors which influence negatively on
policemen mentality, moral and physical state.
The requirements for professional standard and formation of
professionally significant qualities of future policemen increase. The
formation of emotional-volitional culture has a special value which gives the
chance to react adequately to the rapid changes in the socio-political
environment, to perform professionally socio-political and socio-pedagogical
contradictions, to direct the emotional states in the stressful situations. The
modern policeman has to be able to control own emotional state, to carry
out self-control, to master such professionally significant qualities as
empathy, emotional sensitivity, emotional resilience, discipline, persistence,
endurance and so forth.
Results of carried out pilot research suggest that future policemen
have the insufficient level of emotional-volitional culture, in particular, a
significant n of cadets (79,8% from 248 respondents) don’t realize the
importance of emotional-volitional culture for high-quality performing
modern police officers duties. Most of the cadets (85,1%) demonstrated the
insufficient level of formation of emotional-volitional qualities. Therefore,
providing for the formation of the emotional-volitional culture of policemen
at the stage of their vocational training is very important. This influenced the
efficiency of performing office and law-enforcement duties of police officers
and subordinated subsections.
The analysis of observed scientific literature (Beshcheniuk, 2008;
Bondarenko, 2010; Popova, 2010; Zolotukhina, Zelenska, & Zelensky, 2012)
suggest that despite of rather detailed development of the problem of will
and formation of emotional-volitional qualities of the personality (Abolin,
1987; Lemeshko & Chimitova, 2003; Leontyev, 1984; Vasilyuk, 2001), the
problem of formation of emotional-volitional culture of future policemen in
the course of vocational training did not find complete studying in
psychology and pedagogical researchers. Scientists, developing a problem of
improvement of vocational training of future policemen at the high military
Formation of Emotional-Volitional Culture of Future Policemen in the Course
Roman ZELENSKIY, et. al.
200
educational institutions (Anufriyev, Bandurka, & Yarmish, 1999; Bandurka,
Sobolev, & Moskovets, 2003; Barko, 2002; Klimentyeva, 2015; Yavorskaya,
2004), focused attention on questions of formation of psychological
readiness of cadets for professional activity in law enforcement agencies
(Lushchak, 2001; Sergienko, 2006; Zaporozhets, 2000; Vodopyanova &
Starchenkova, 2008), professionally pedagogical preparation for extreme
situations (Shaykhlislamov, 1995; Sokolovsky, 2013, 2014; Yavorsky, 2008).
The purpose of the article is to find out an essence of the
emotional-volitional culture of future policemen and to reveal an educational
and methodological support of pedagogical conditions for its formation.
Was made a hypothesis that formation of emotional-volitional
culture of future policemen will be effective if in the course of their
vocational training provide the following issues: 1) development of resistant
motivation in cadets to mastering emotional-volitional culture as
professionally significant quality; 2) application of pedagogical tools in
educational process (forms, methods, means) which requires demonstration
of emotions and volitional qualities of the personality; 3) stimulation of
cadets to self-improvement of emotional-volitional culture.
2. Statement of the main material of research with the justification of
the received results.
Generalization of scientists point of views on the studied
phenomenon gave the opportunity to define emotional-volitional culture as
personal quality which integrates the ability to show adequately own
emotions and to react to others’ emotions, to manage an emotional state and
emotional reactions to external and internal influences, to the self-control,
self-organization of the life and activity, self-restriction of personal
aspirations and requirements, self-checking and identification of emotional-
volitional qualities, the organization of psychophysiological structure of
activity, special knowledge, skills which provide performance of professional
functions at the high level.
The pedagogical experiment was conducted for checking a research
hypothesis. 358 cadets from Kharkiv National University of Internal Affairs
participated in a research. They formed the experimental group (180
persons) and the control group (178 persons).
Diagnostics of entrance level of emotional-volitional culture of
cadets of experimental and control groups was carried out at the first stage
of the experiment according to the criteria and indicators defined in a
research (presented in the tab. 1).
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The forming experiment was directed to realization of theoretically
reasonable pedagogical conditions of formation of the emotional-volitional
culture of future policemen in the course of their vocational training to
check their efficiency.
Experimental work was carried during the studies, extracurricular
work, pastoral work and activity of educational club «Fan of extreme» and
also during cadets training.
Teachers and commanders provided the development of resistant
motivation of cadets to the mastering of emotional-volitional culture as
professionally significant quality in the course of explanatory work. During
morning informing cadets were convinced that development of emotional-
volitional qualities is necessary for effective performing policeman’s duties.
In short messages officers and cadets gave examples which showed negative
consequences of low emotional-volitional culture for professional
performance of official duties of policemen. Reorientation of motivation
sphere of future officers on positively active relation to the mastering of
emotional-volitional culture was provided also thanks to keeping daily
routine by cadets, to accurate performance of the educational tasks. The
identification by cadets of emotional-volitional mechanisms was stimulated
at the first year, giving to future officers the personal pedagogical support
during adaptation to difficult conditions of study in the higher education
institution.
Formation of cadets’ positive motivation to emotional development,
awareness of the importance of emotional-volitional culture for future
professional activity was promoted by holding conversations, discussions,
speaking clubs on the subjects "Emotions and modernity", "Conflict with
inner world", "Stress of the 21st Century" where future officers had an
opportunity to discuss professional emotional situations. In the course of
such activity, there was a formation of the problem field "emotional-
volitional culture with pedagogical dominant ". On educational meetings,
cadets were suggested to give own opinion on a policemen profession ("My
ideal modern policeman", "Reflections about myself in the profession").
On practical training teachers and commanders tried to create
unexpected situations which provoke emotions, interest to professional
formation, induced to a discussion.
Emotionally moral relation to mastering emotional-volitional culture
was promoted by actions which provided direct acquaintance with real
process of professional activity of the policeman (for example, visit the
police offices, revision of videos where policemen demonstrated courage,
heroism, endurance, emotional resilience and so forth).
Formation of Emotional-Volitional Culture of Future Policemen in the Course
Roman ZELENSKIY, et. al.
202
On professional disciplines training were simulated intense situations
which could appear in professional activity of the policeman (in places of
congestion: shopping malls, markets, noisy streets), limitation of space
(cellars, utility rooms, ladders, corridors) which demand identification of
emotional-volitional qualities. At the solution of situations the following
methods and receptions were applied: increase in activity rate; solution of
tasks in the conditions of a lack of time, presence of obstacles; introduction
in training the unpredictable obstacles and unexpected complications;
carrying out exercises concerning comparison and classification of the
separate purposes of the own activity depending on their importance,
complexity, achievement terms; problem definition which demands the
independent choice of its solving; creation of a situation which leads to
partial failure which demands further increase in activity; problem definition
and creation of a situation which demand immediate transition to
courageous and organized actions; organization of a situation of a
competition; drawing up models of future activity depending on changes of
its external and internal conditions. The solving of emotional situations
promoted cadets formation of ability to make the decision on the basis of
the activity analysis of emotional behavior in extreme and atypical situations.
It was possible to reproduce situations and processes which as much
as possible displayed realities of professional activity of the modern officer
with the help of didactic games (business, pretended play, imitating).
Training after the third and fifth semester in Law Enforcement
Department positively influenced formations of personal qualities which
characterize the emotional-volitional culture of the officer. It gave the
chance to realize the acquired knowledge and skills concerning the
emotional-volitional culture of the policeman in real professional activity.
Cadets were suggested to take part in the workshops during
educational activities and participate in educational club «Fan of extreme»
for the purpose of providing the third condition. During study future
policemen got acquainted with theoretical bases of self-improvement, its
methods (self-informing, self-examination, self-instructing, introspection
etc.). Cadets were assisted in the development of the program of self-
education, in the evaluation of qualities development level, in the
specification of the purposes and tasks of self-improvement of emotional-
volitional culture.
Stimulation of self-improvement by cadets of emotional-volitional
culture was promoted by general meetings; performances before military
personnel of excellent students, masters of police service, experts-policemen
who are samples of emotional-volitional behavior, performed a courageous
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deeds, officiate; reflection in wall newspapers of both positive experience
and the negative moments in behavior of policemen; holding competitions
of professional disciplines (for example, "The best representative of the
profession").
Realization of all pedagogical conditions of formation of emotional-
volitional culture was provided with cadets’ reflection in different pretended
plays ("I am a commander", "I am a traffic policeman", "I am a local police
officer" and so forth). It is promoted the formation of reflexive abilities of
cadets directed to the evaluation of own emotional-volitional behavior.
The generalized results of a control stage of experiment with
checking of the efficiency of pedagogical conditions of formation of the
emotional-volitional culture of future policemen in the course of vocational
training are listed in table 1.
Table 1. Generalized results of experimental work (addition of %)
Criteria and indicators of formation of the
emotional-volitional culture of future policemen
(levels, mode)
Groups
EG
(180 persons)
Motivation criterion:
Formation levels of motivation to mastering the
emotional-volitional culture:
- high
- middle
- low
Mode of professional interest to self-improvement of
emotional-volitional culture as professional quality:
- resilient
- situational
- near-zero
+33,6
-17,3
-16,3
+34,7
-11,4
-13,3
Cognitive criterion (level of acquisition of
knowledge as a theoretical basis for the formation of
emotional-volitional culture):
- high
- middle
- low
+44,3
+6,5
-50,8
Behavior and reflective criterion:
level of skills’ formation of emotional-volitional behavior:
- high
- middle
- low
reflection behavior in the professional activity:
+42,2
+9,3
-51,5
Formation of Emotional-Volitional Culture of Future Policemen in the Course
Roman ZELENSKIY, et. al.
204
- high
- middle
- low
+14,3
-31,3
+17,0
Personal criterion:
formation of professional and constructive emotions:
- formed
- partly formed
- near-zero
- practically non-existent
formation of emotional and volitional qualities:
- formed
- partly formed
- near-zero
+ 32,8
-15,4
-17,4
+12,6
+16,1
-28,7
The general results of an experiment were checked by definition of
an arithmetic average concerning levels of formation of components of
emotional-volitional culture in control and experimental groups, and
calculated according to the formulas (1) (2):
Sgen. = (N1 + N2 + N3) / p, (1)
where Sgen. is the total number of cadets who reached a certain level
of formation of emotional-volitional culture according to every separate
component;
N1 + N2 + N3 is the number of cadets who reached a certain level
of indicators formation according to the certain criterion;
p is a number of indicators according to every criterion (p=3).
S = Sabs. / k (2)
where S is a number of future officers (in a percentage) who
reached a certain level of formation of emotional-volitional culture
according to every separate component;
Sgen. is the total number of cadets who reached a certain level of
formation of emotional-volitional culture according to every separate
component;
k is a coefficient which is defined, proceeding of the number of
cadets in groups:
k = 1,8 in experimental group (only 180 cadets).
k = 1,78 in control group (only 178 cadets),
The obtained data presented in diagrams:
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Diagram 1. Data about levels of formation of the emotional-volitional
culture of cadets of experimental and control groups before an experiment
Diagram 2. Data about levels of formation of the emotional-volitional
culture of cadets of experimental and control groups after an experiment
For clarification of reliability of results of a pedagogical experiment,
we offered a zero hypothesis (Ho) about a difference of data in experimental
and control samples concerning levels of formation of the emotional-
volitional culture of cadets caused by representativeness errors. There is an
alternative hypothesis (H1) that the difference in data between experimental
and control samples is a consequence of the introduction of an experimental
factor.
Let's formulate zero and alternative hypotheses for checking of the
revealed differences in levels of formation of emotional-volitional culture of
cadets: H0 are levels of formation of emotional-volitional culture of cadets
of control and experimental group in which certain conditions were
implemented have no essential differences; H1 are levels of formation of
emotional-volitional culture of cadets of control and experimental group
which have significant differences.
Formation of Emotional-Volitional Culture of Future Policemen in the Course
Roman ZELENSKIY, et. al.
206
Pearson criterion χ? was applied to check of these hypotheses.
Samples of cadets’ groups are random and independent, members of each
sample are also independent among themselves, properties are measured
according to the order scale which has three categories: high, middle, low (c
=3). The value of statistics Texp is calculated according to the formula (3):
3
121
2
1221
21
exp )(
1
iii
ii QQ QNQN
NN
T
where N1 is the number of cadets of experimental group; N2 is
the number of cadets of control group; Q1i and Q2i are the number of
cadets who are at the certain level of formation of emotional-volitional
culture: high (i = 1), middle (i = 2), low (i = 3) in experimental and control
groups respectively.
For significance of value
= 0,05 and quantities of degrees of
freedom
= с-1 = 2 critical value of statistics Тcr = 5,99. According to the
rule of decision-making if the calculated value Тexp > Тcr, then the zero
hypothesis deviates and the alternative is accepted: differences in
distributions of cadets of experimental and control groups according to the
levels of formation are statistically significant with the probability of 95%.
The necessary numerical data was calculated:
N1= 180; N2=178; Q11 =77; Q12=85; Q13=18; Q21=36; Q22=104;
Q23=38.
Thus: N1Q21= 6480; N1Q22=18720; N1Q23=6840;
N2Q11=13706; N2 Q12=15130; N2 Q13= 3204;
N1Q21 N2Q11=-7226; N1Q22 N2Q12=3590; N1Q23 N2Q13=3636;
(N1Q21 N2Q11)2/ (Q11 + Q21)=52215076;
(N1Q22 N2Q12)2/ (Q22+ Q12)=12888100;
(N1 Q23 N2 Q13)2/ (Q23 + Q13)=13220496
3
121
2
1221
21
exp )(
1
iii
ii QQ QNQN
NN
T
=778954:32040=24,3>5,99=Тcr
The received value was Тexp. > Тcr. That’s why the alternative
hypothesis was accepted: differences in distributions of cadets of
experimental and control groups according to the levels of formation of
emotional-volitional culture are statistically significant with the probability of
95%.
Conclusions
Therefore, results of the conducted research suggested that
pedagogical conditions of formation of emotional-volitional culture of
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future policemen in the course of vocational training are the following:
ensuring of development of cadets resistant motivation to mastering the
emotional-volitional culture because of its understanding as professionally
significant quality; application in teaching and educational process of
pedagogical tools (forms, methods, means) which demands demonstration
of emotions and volitional qualities of the personality; stimulation of cadets
to self-improvement of emotional-volitional culture.
The efficiency of certain conditions was experimentally proved.
Thus, the analysis of results of the pedagogical experiment demonstrated
positive changes in levels of formation of the emotional-volitional culture of
future policemen according to the all certain criteria. In the general number
of cadets with the high level of formation of emotional-volitional culture in
the experimental group increased by 30% whereas in a control group the
appropriate increase was only 12%. At the same time, the number of cadets
with the low level of formation of emotional-volitional culture decreased in
the experimental group by 24%, in control group by 18%.
Therefore, results of the conducted research confirmed the
developed hypothesis. The obtained data demonstrate that experimental
work is carried out is compatible with a research of other authors (Lushchak,
2001; Sergienko, 2006; Sokolovsky, 2013, 2014; Yavorsky, 2008;
Zaporozhets, 2000), and takes them into account. It offers new approaches
to a scientific solution of the problem of formation of the emotional-
volitional culture of future policemen in the course of vocational training.
The conducted research does not take out all aspects of a certain
problem. It was proved that questions of training of commanders and
teachers of the high military educational institutions to the formation of the
emotional-volitional culture of cadets in the course of vocational training are
perspective for the subsequent scientific research. The improvement of
educational and methodical tools for increasing in efficiency process of
formation of the emotional-volitional culture of future policemen in higher
education institutions of Ministry of Internal Affairs of Ukraine is also
perspective.
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... When entering higher educational institutions, young people generally want to get a diploma of higher education rather than a degree of competence. Thus, higher education applicants' educational motivation does not always correspond to the main purpose of specialist training in a higher educational institution (Bartram, & Roe, 2005;Batilani, Belem, & Both, 2018;Herdem, 2019;Zelenskiy et al., 2018). Therefore, in a general context, these problematic issues can be formulated as follows: professional activity is rapidly developing and it requires higher education institutions to have competitive, competent, and mobile professionals; at the same time, higher educational institutions are lagging behind in terms of content of training, forms and teaching methods, that causes students to become less motivated to educational training, frustrated and unwilling to study. ...
... The papers by Zelenskyi B. and Zelenskyi R. (2018), Zelenskiy R., Popova, Sokolovskyi and Stashchak (2018), Batilani, Belem and Both (2018) presented motivation as an important factor of successful activity in physical education and emotional and volitional culture development of studens. It was found that the dominant motives for physical education among female students of higher education institutions regardless of the year of study are to improve body shapes, to improve health, to lose weight. ...
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The purpose of this study was to determine pedagogical conditions for effective swimming training of students of pedagogical educational institutions.Materials and methods. The experimental group (EG) consisted of 45 first-year female students of the schools of foreign philology, physics and mathematics education, natural geography and ecology (special medical group) who had a sufficient physical fitness level and could not swim. The control group (CG) was composed of 40 first-year female students of the schools of foreign philology, physics and mathematics education, natural geography and ecology (special medical group) who had a sufficient physical fitness level, could float, swim short distances (3-5 meters).Results.After the experiment, there was a significant improvement in the test results. Specifically, the experimental group students showed increasein all parameters of the cardiorespiratory system functional state – an increase in breath-holding time in the Stange’s test and the Genci’s test (р= 0.001) and, accordingly, in the Harvard step test (р = 0.001). The results of the experimental group students improved in the Harvard step test by 13.56%; in the Stange’s test – by 9.26%; in the Genci’s test – by 13.15% (р= 0.001).The experimental group students showed a statistically significant improvement in the test results of physical fitness. Specifically, in the tests: “Standing long jump”, the result increased by 4.70%; “Sit-ups in 30 seconds” – by 10.59%; “Jumping rope” – by 6.91%; “Push-ups” – by 17.62% (p= 0.001).Conclusions.The study revealed a statistically significant effectiveness of the suggested methods of teaching swimming to special medical group students. On the basis of discriminant analysis, the researchers ascertained a statistically significant influence of the experimental methods on the dynamics of the students’ physical and functional fitness. Positive dynamics of change was found in the indicators of high level of anxiety during swimming training.
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