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Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Oikos: Lithuanian Migration & Diaspora Studies is the property of Lithuanian Emigration Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rehabilitation Sciences: Nursing, Physiotherapy, Occupational Therapy / Reabilitacijos Mokslai: Slauga, Kineziterapija, Ergoterapija is the property of Lithuanian Sports University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, many governments around the world have placed a stronger emphasis on people’s wellbeing with the aim of making societies more inclusive and cohesive. As part of this approach, the public sector has introduced a number of initiatives to measure and support students’ psychological flourishing. Previous research reported that students’ flourishing could be linked to certain positive/negative cognitions, but the specifics of these links were under-researched. This study aimed to reveal links between students’ automatic thoughts and flourishing in a sample of public sector university students (n = 226), where 75.7% of participants (n = 171) were 18 to 24 years old and 24.3% (n = 55) were aged 25+. The participants represented four fields of study: Life Sciences (n = 35), Humanities (n = 71), Social Sciences (n = 85), and Technology Sciences (n = 31). The Flourishing Scale (FS) was used to assess students’ flourishing, and the Automatic Thoughts QuestionnaireRevised (ATQ-R) was applied to measure participants’ positive and negative automatic thoughts. The findings revealed that students’ negative self-concepts and negative expectations negatively predicted flourishing, while positive automatic thoughts and positive self-statements positively predicted flourishing. The findings also revealed that positive automatic thoughts and self-statements mediate the link between negative self-concept, negative expectations, and flourishing. Moreover, the results show that strengthening students’ positive cognitions can contribute to students’ increased flourishing, despite coexisting negative cognitions. Based on these findings, fostering a positive and supportive educational environment that promotes mental wellbeing is recommended. This can be achieved by implementing policies prioritizing students’ mental health and providing resources such as counseling services and support systems. Creating an environment where students feel valued, supported, and encouraged can help counteract their negative cognitions, leading to improved flourishing [ABSTRACT FROM AUTHOR]

Copyright of Transformations in Business & Economics is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vilnius University Proceedings is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vilnius University Proceedings is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. Social norms theory-based interventions have been widely used to reduce alcohol consumption among college and university students. Lately, it has been argued that such interventions may actually increase alcohol use among light drinkers. However, little studies have been focused on testing this possible negative effect. Objectives. The aim of this study was to examine the possible negative impact of descriptive normative feedback (DNF) on drinking intentions among students whose baseline drinking scores were below the average of a reference group. We also studied the preventive effect of injunctive normative feedback (INF). Methods. Actual descriptive and injunctive norms were collected from 234 university students. From those who reported drinking below the norm, 26 were randomly assigned to a control or intervention condition that received normative feedback via PowerPoint presentations over two meetings. Results. DNF increased students’ intentions of spirits drinking frequency and quantity. Meanwhile intentions to drink beer, cider, wine and cocktails remained the same. Increased intentions to drink spirits were not reduced by INF. Conclusions. Findings suggest that DNF-based interventions might negatively affect the use of spirits among those students who consume less than their peer norm by increasing their intentions to drink spirits more often and in larger quantities. Ways other than the INF to prevent this negative effect need to be further explored. [ABSTRACT FROM AUTHOR]

Copyright of Darbai ir Dienos is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Oikos: Lithuanian Migration & Diaspora Studies is the property of Lithuanian Emigration Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article theoretically analyzes the peculiarities of the distance study process organization remotely, discusses the possibilities of distance learning improvement. The aim of the research: based on the opinion of Lithuanian higher education students, to investigate the situation of the study process organization remotely and to anticipate the possibilities of its improvement. Applying the quantitative research, the current situation about distance learning in higher education was revealed, and the difficulties faced by distance learning students were examined. After the analysis of the answers to the open questions, the attitude of the researchers to the possibilities of improving the organization of the study process at a distance was clarified. The results of the research will have a lasting value in the scientific discussion about the possibilities of improving the study process organized remotely and will contribute to the improvement of the quality of distance learning. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article, based on the experience of Lithuanian and foreign researchers and practitioners, clarifies the relevant dimensions of creativity and its education, and theoretically substantiates the conditions and possibilities of effectiveness of creativity expression in higher education. The aim of the research: to investigate the opportunities for developing students' creativity in higher education studies. Research methods: a quantitative method (questionnaire survey) was applied, which allowed to research the students' attitude in assessing the opportunities created in the study process for the expression and development of creativity; the method of statistical analysis was used to process the data collected during the study. Using Student's t criterion, the effectiveness of creativity education in the study process, applying active teaching methods and creating a creativity-friendly environment, assessment indicators and differences in two research groups were investigated and compared: 1) students studying in the study programme, which includes creativity-promoting subjects; 2) students studying in the study programme, which does not include subjects that promote the expression of creativity. The results of the research will have a practical significance in providing opportunities for improving the quality of the organization of the study process in higher education by developing students' creativity. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Following World War II, Lithuanian academic youth, who found themselves and continued their studies at the US universities, joined various organizations, as a result active social, cultural and societal life of students took place. The main organizations uniting Lithuanian students in the US (the Lithuanian Student Union, the Catholic Student Union Ateitis, the Academic Scout Movement, the Lithuanian student group Santara) perceiving the impact of information, took special care of their press publications that had become one of the main tools in helping to gather academic youth, to disseminate organizational / ideological ideas not only among students but also among the wider society. This article presents and analyzes one-time and continuous publications published by Lithuanian students in the US, which have not received wider attention from researchers so far. The main attention is focused on the publications published by one of the organizations - Lithuanian student group Santara (since 1957 Santara-Šviesa Federations), as well as the analysis of the publications published by other organizations - the Lithuanian Student Union, the Academic Scout Movement, the Catholic Student Union Ateitis - their repertoire, content, significance in student life. The study covers the period of the 1950s-1960s allowing the observation of the most intensive activity of Lithuanian students in the US, their active participation in the public life of the Lithuanian community and a great deal of attention to own press problems. At that time, the main Lithuanian student organizations published various publications for their members and the general public: from one-time (humorous, occasional or camp) publications, newsletters intended for members only to successful and none too successful attempts to publish their own periodicals. The Lithuanian American Student Union established in 1951 for the purpose of informing members since March 1954 began publishing Lietuvių Studentų Sąjungos JAV biuletenis (the US Newsletter of the Lithuanian Student Union), which soon became a serious student magazine, Studentų gairės (Student Guidelines), published by in a printing house, and from 1954, students launched the English-language magazine Lituanus, which became an academic magazine for foreigners, published to this day. Ideological organizations (scouts, members of Ateitis and Santara), which had student columns in the major Lithuanian press, and published various one-time or continuous publications, took a very active part in the press work. The organizations had their own newsletters: the Academic Scout Movement (ASM) published the newsletter Ad meliorem for ASM members, the Catholic Student Union Ateitis in Cleveland since 1951 published Gaudeamus, in 1957-1961, Santara published the newsletter Žvilgsniai (Glances). Newsletters of separate columns (such as New Yorko Santara - New York Santara) also appeared, although they were irregular, often only published for a short time. Various one-off publications were popular among young people: occasional, humoristic (e. g. Krambambulis, Sumuštinis - Sandwich), a gathering or a camp publications (Arielkon - To Homemade Vodka, Niekšybės paslaptis - The Secret of Villainy, Po nemigos - After Insomnia etc.). These publications were self-published in a very small circulation and distributed only among members of the organization. Many of them have not survived or if survived are kept by private archives or archival institutions. The place of publication and circulation of these publications were usually not indicated, unmarked; publishers, editors, authors of articles and illustrations are left unknown, periodicity of publications and even the number of published publications - unclear. The content of most student published publications was analogous. The publications contained a variety of information - from serious texts analyzing issues on Lithuanian identity and social activities relevant to the young generation of the diaspora, as well as brief organizational information, humour columns, photographs and friendly banter addressed to self and colleagues. Despite their quality and sometimes seemingly insignificant content, these publications become an important, often the only one source revealing to researchers the peculiarities of the little-known American youth camping, the peculiarities of student social and community life. [ABSTRACT FROM AUTHOR]

The article gives an overview of the classification of key competences, discusses their importance for the development of every aspect of personality capable of competing in the labour market and able to adapt to the changing working conditions and situations. The article presents a survey carried out at Vilnius Gediminas Technical University and Vilnius College of Technologies and Design, the purpose of which was to find out the importance of key competences to Vilnius Gediminas Technical University and Vilnius College of Technologies and Design students, as well as to examine which key competences can be best developed during speciality language lectures. It provides examples of practical tasks and recommendations that help to achieve better results of key competences development when teaching speciality language. Nowadays a lot of attention is devoted to creativity. It is often defined as one the most important key competences. The article discusses the concept of creativity and aspects of its development during speciality language lectures. [ABSTRACT FROM AUTHOR]

Copyright of Transformations in Business & Economics is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Darbai ir Dienos is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Socialiniai Tyrimai is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Year-Book of Lithuanian History / Lietuvos Istorijos Metraštis is the property of Lithuanian Institute of History and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vilnius University Proceedings is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vilnius University Proceedings is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vilnius University Proceedings is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vilnius University Proceedings is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] Vilniaus universitetas kelis šimtmečius buvo pagrindinė Lietuvos Didžiosios Kunigaikštystės aukštoji mokykla, kurios įtaka reiškėsi įvairiose visuomeninio gyvenimo srityse – religijoje, politikoje, kultūroje. Straipsnyje nagrinėjama, kaip Vilniaus Alma Mater veikė Graikų apeigų Katalikų Bažnyčios bazilijonų vienuolijos (veikė 1617–1839 m.) raidą. Tuo tikslu išskiriamos trys grupės, atspindinčios dviejų institucijų ryšius: bazilijonai – universiteto studentai, bazilijonai – universiteto dėstytojai ir bazilijonai – universiteto partneriai švietimo srityje.

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies of Lithuania's History is the property of Lietuvos Istorijos Studijos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vilnius University Proceedings is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vilnius University Proceedings is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Applied Research in Studies & Practice / Taikomieji Tyrimai Studijose ir Praktikoje is the property of Applied Research in Studies & Practice / Taikomieji Tyrimai Studijose ir Praktikoje and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Transformations in Business & Economics is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Security & Public Order / Visuomenes Saugumas ir Viesoji Tvarka is the property of Mykolas Romeris University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Security & Public Order / Visuomenes Saugumas ir Viesoji Tvarka is the property of Mykolas Romeris University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Straipsnyje pristatomi tyrimo, kuriuo siekta išsiaiškinti įvairių rizikingo elgesio tipų paplitimo tarp stu­dentų ypatumus ir rizikingo elgesio bei aštrių pojūčių siekio sąsajas, rezultatai. Apklausti 664 studentai iš 8 Lietuvos universitetų. Apklaustų studentų amžiaus vidurkis 20,4 metų (SD = 2,21), 76 proc. jų mote­rys, 24 proc. – vyrai. Tyrime naudotas specialiai sukurtas klausimynas, skirtas 12 rizikingo elgesio tipų, ir Aštrių pojūčių siekio skalės penktoji versija (SSS-V, Sensation Seeking Scale, Form V, Zuckerman, 2007). Tyrimas atskleidė, kad 94,7 proc. studentų būdingas rizikingas elgesys. Dažniausiai paplitęs elgesys – didelio alkoholio kiekio vartojimas vienu metu. Antroje vietoje yra važiavimas su apsvaigusiu nuo al­koholio vairuotoju. Apie trečdaliui studentų būdingas rūkymas, dažnas alkoholio vartojimas, narkotikų vartojimas, ekstremalus sportas, nesaugūs lytiniai santykiai, SMS žinučių rašymas vairuojant. Rečiausiai paplitęs rizikingas elgesys – daugiau nei du sekso partneriai per metus. Nustatyta, kad visi rizikingo elge­sio tipai yra susiję tarpusavyje. Vienas rizikingo elgesio tipas būdingas 11,3 proc. studentų. Beveik pusei studentų (49 proc.) būdingi 2–4 rizikingo elgesio tipai, o daugiau nei trečdaliui (34,5 proc.) būdingi penki ir daugiau rizikingo elgesio tipų. Studentai, kuriems būdingi įvairūs rizikingo elgesio tipai, gauna didesnius aštrių pojūčių siekio skalės balus. Labiau išreikštas aštrių pojūčių siekis prognozuoja didesnį asmeniui būdingų rizikingo elgesio tipų skaičių. Tyrimo rezultatai leidžia teigti, kad aštrių pojūčių siekis yra asmenybės matmuo, kuris gali būti naudojamas prognozuoti ne tik studentams būdingo rizikingo elgesio kiekį, bet ir atskirų rizikingo el­gesio tipų apraiškas, kaip antai narkotikų vartojimas ir užsiėmimas ekstremaliu sportu. Aštrių pojūčių siekio įvertinimas leidžia pasirinkti tinkamus tiek prevencijos, tiek ankstyvosios intervencijos metodus.

Universitetas yra mikroaplinka, kurioje sąveikauja ir veikia tiek dėstytojai, tiek studentai. Jis yra ir kultūrinė aplinka - vieta, kurioje galioja tam tikros elgesio taisyklės, esti savi papročiai ir tradicijos, padedančios išlaikyti savitumą ir pastovumą keičiantis jos nariams, o naujai atėjusiems – greičiau pasijusti šios organizacijos nariais. Individo su savomis nuostatomis bei vertybėmis integravimasis į konkrečią aplinką yra sudėtingas procesas, turintis įtakos ir asmenybei, ir aplinkai – tai asmenybės ir aplinkos sąveika. Kalbinė universiteto aplinka ne tik ugdo studentų kalbą, specialybės kalbos kultūrą, bet ir turi įtakos ugdant studento asmenybę, tobulinant jo intelektą, lavinant dvasinę kultūrą; be to, tinkamai suformuota kalbinė aplinka talkina studentams teisingai suvokti informaciją, geriau įsiminti specialybės žinias.

Studentų veiklos sėkmę lemia nemažai veiksnių, bet pagrindinis jų - adekvati adaptacija aukštojoje mokykloje. Ją gali apsunkinti studentų asmeninės problemos. Straipsnyje, remiantis 1200 Vilniaus universiteto studentų apklausa, buvo išskirtos šios pagrindinės studentų problemos: mokymosi sunkumai, tarpasmeniniai santykiai, problemos ir konfliktai akademinėje grupėje, seksualinės ir egzistencinės problemos. Nustatyta, kad viena dažniausių problemų yra mokymosi sunkumai, sąlygoti išorinių veiksnių, pvz., neracionalių mokymosi krūvių, mokymosi priemonių stokos ir pan. Nemažiau svarbūs yra ir vidiniai veiksniai, pvz., nepakankamai išlavėję studento valingas dėmesys, suvokimas, kalba ir t.t., bei asmenybės ypatumai, charakterio bruožai. Pasyvumas, labilumas, intravertiškumas gali sustiprinti asmeninių problemų reiškimosi intensyvumą ar būti tų problemų atsiradimo priežastimi, o tokie bruožai kaip aktyvumas, racionalumas, stabilumas, atvirkščiai, gali padėti sėkmingai spręsti tas problemas. Tačiau reikia pažymėti, kad ir šie bruožai, būdami itin ryškūs, gali tapti asmeninių problemų, vidinių prieštaravimų priežastimi. Straipsnyje taip pat aptariami ir kai kurie studentų asmeninių problemų sprendimo būdai.

Straipsnyje pateikiami profesijos pedagogų rengimo Europoje ir Lietuvoje modeliai. Konceptualiai įvertinamas profesijos pedagogų sisteminio pedagoginio pasirengimo būtinumas. Išanalizuotas lygiagretus profesijos pedagogų rengimas profesinio kryptingumo universitete, kur koncentriškai integruojama profesija ir pedagogika (psichologija).

Straipsnyje pateikiami pedagoginio eksperimento, atlikto Vilniaus Gedimino technikos universitete, rezultatai. Tyrimo tikslas buvo suformuoti pagrindinius metakognityvius įgūdžius, kurie padėtų studentams savarankiškai turtinti specialybės kalbos žodyną. Tyrimas parodė, kad studentų kalbos turtinimas yra nulemtas vien dėstytojo veiklos. Tus studentas, kuris vien tik įsimena, labai retai išmoksta bendrauti, sunkiai išmoksta žodžius, nesugeba savarankiškai turtinti savo kalbos, vadovaujasi tik atskiromis žodyninio darbo strategijomis, tarp kurių kognityvios bei metakognityvios strategijos nėra iš populiariausių. Daroma išvada, kad studentai nemoka naudotis savo metakognityviais įgūdžiai arba jų neturi. Autorė paaiškina, kodėl metakognityvūs įgūdžiai yra itin svarbūs mokantis užsienio kalbos, o ypač naujos leksikos bei kalbai turtinti. Pabrėžiama būtinybė ieškoti naujų dėstymo metodų ar būdų metakognityviems įgūdžiams skatinti, nes būtent jie leis studentams gebėti savarankiškai turtinti kalbą. Cognitive Apprenticeship metodas siūlomas kaip vienas iš metodų, kuriais galėtų būti tobulinami metakognityvūs įgūdžiai. Pedagoginio eksperimento taikant skirtingus mokymo metodus rezultatai parodė, kad studentų specialybės kalbos žodynas praturtėjo labiau taikant Cognitive Apprenticeship metodą nei pirmąjį Direct instntction metodą. Lyginant metodą su Direct instniction metodu, LSD testo vidurkių skirtumas gautas 0,123305, o Cognitive appr., palyginti su None, 0,269566. Kadangi gauti vidurkių skirtumai teigiami skaičiai, galima daryti išvadą, kad Cognitive appr. metodu besimokę studentai padarė didesnę skaitymo ir žodyno pažangą nei kitais metodais mokęsi studentai.

Straipsnyje aprašomas kiekybinis tyrimas, kurio objektas - dabartinių pirmųjų kursų student tautinis išsiauklėjimas, ieškoma šio išauklėjimo naujausių pokyčių, lyginant 2002 m. ir 2004 m. duomenis (panašumus ir skirtumus). Pasirinkta imtis parodė, kaip baigusiems dabarties bendrojo lavinimo mokyklas įskiepytos tautinės vertybės.

Straipsnyje aptariamos kai kurios teigiamos užsienio kalbų mokymosi nuostatos aukštosiose Lietuvos mokyklose, pedagoginės psichologinės problemos ir būdai teigiamai studento nuostatai mokymo procese formuoti. Straipsnyje apibendrinami rezultatai eksperimento, kurį atlikome siekdami patikrinti studentų nuostatas, suvokti jų veiklos, poelgių psichinius mechanizmus, jų formavimąsi, dėsningumus mokantis užsienio kalbų, taip pat kai kurias pedagogines ir psichologines šių nuostatų formavimo sąlygas. Eksperimente dalyvavo 133 Vilniaus universiteto Matematikos fakulteto I-IV kursų ir 67 Chemijos fakulteto, taip pat 122 Vilniaus technikos universiteto įvairių fakultetų studentai. Palankios nuostatos suformavimas pedagoginiame procese pagristas D. Uznadzės ir jo mokyklos (A. Prangišvili, L. Imedadzės ir kt.) teorija; studentų nuostatai tirti taikėme C. Osgudo ir I. Linharto skales. Iš tyrimų matyti, kad siekiant sudaryti palankią mokymosi nuostatą reikia sistemingai formuoti individo vidinę poziciją, vidines asmenybės sąlygas, pastovų teigia- mą „reakcijų sindromą" pedagoginei, kalbinei veiklai, mokymo turiniui ir procesui, dėstytojui, specialybei ir garantuoti tris nuostatos reguliavimo, sudarymo lygius: kognityvinį, palankų emocijų ir veiklos. Atlikti 322 studentų svetimos kalbos mokymosi nuostatos tyrimai. Iš jtĮ galima spręsti, kad dabar dėstytojo pedagoginės veiklos įtaka palankiai nuostatai formuotis yra minimali. Nė vienas iš apklaustų studentų neįvardijo savo užsienio kalbų dėstytojų kaip palankios nuostatos kūrėjų. Straipsnio pabaigoje pateikiamos išvados ir pedagoginės rekomendacijos studento teigiamai nuostatai mokantis užsienio kalbų formuoti ir reguliuoti.

Straipsnyje aptariama asmenybės profesinio apsisprendimo raidos problema. Ypač daug dėmesio skiriama abiturientų profesijos pasirinkimui ir mokymuisi aukštojoje mokykloje. Nurodoma akademinės grupės įtaka būsimojo profesionalo asmenybės formavimuisi, jos profesiniams interesams, profesiniam kryptingumui.

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