PSYCHOLOGICAL FACTORS OF FORMATION OF COMMUNICATIVE-DIALOGICAL COMPETENCE IN THE EDUCATIONAL ENVIRONMENT
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Abstract
The article presents a theoretical and psychological analysis and the results of a pilot empirical study of the formation of communicative and dialogical competence in the context of the transformation of the educational environment. The aim of the study is to substantiate the psychological factors and conditions for the development of dialogical interaction. The empirical study was conducted with the involvement of higher education applicants (n = 48) using methods for diagnosing empathy, reflexivity and communicative tendencies. Descriptive statistics and Student's t-test were used. A predominantly average level of development of communicative and dialogical competence was revealed, as well as a statistically significant increase in empathy and reflexivity indicators after the introduction of psychologically justified conditions for the development of dialogue. The results confirm the effectiveness of integrating training and reflective practices into the educational process and outline the prospects for further research.
How to Cite
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dialogical interaction, psychological factors, empathy, reflexivity, educational environment, subject-subject relations, psychological conditions
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