The acmeology of safety in variable educational environments concept and its verification
The article provides theoretical and empirical substantiation of the Concept of Acmeology of Safety of Variable Educational Environments. The main components of the concept are presented: goal, leading idea, scope, author's thesaurus. The basic principles and mechanisms of the concept are revealed. The central position of the concept is the presentation of coadaptation of the subjective and contextual subsystems of the educational environment based on the principle of complementarity as a condition for the integral safety of variable educational environments. The empirical substantiation of the model was carried out on a sample of 3,773 students aged 13 to 16 years, 53 % of girls, 47 % of boys. A wide range of psychodiagnostic techniques was used: The assessing the psychological atmosphere in a team (A.F. Fidler), Questionnaire for assessing the level of aspirations (V.K. Gerbachevsky), "Child-parent relations of adolescents" (P. Troyanovskaya), Determination of the tendency to deviant behavior (A.N. Orel), Bass-Darki aggressiveness questionnaire, Activity self-organization test questionnaire (E.Yu. Mandrikova), Modification of the methodical complex of the possible involvement of schoolchildren in drug use. (Zinchenko Yu.P. and the staff of the Faculty of Psychology of Lomonosov Moscow State University) (E.N. Gilemkhanova, V.V. Vasina, V.V. Gerasimova), Diagnostics of autonomy-dependence (G.S. Prygin), Technique “Adolescence SocioCultural Safety Index” (E.N. Gilemkhanova). It is shown that the concept of acmeology of safety of variable educational environments has theoretical significance, contributes to the analysis of the safety of the educational environment in the interrelation of subjective and contextual factors and provides an opportunity to ensure the personal development of participants in the educational process in the context of variable educational environments.