Science for Education Today, 2022, vol. 12, no. 4, pp. 26–45
© Batenova Y. V., Volchegorskaya E. Y., Ezhova S. V., Tipushkov S. V., Filippova O. G., 2022
UDC: 
373.3

Factors of increasing mental efficiency and reducing social anxiety in primary schoolchildren

Batenova Y. V. 1 (Chelyabinsk, Russian Federation), Volchegorskaya E. Y. 2 (Chelyabinsk, Russian Federation), Ezhova S. V. 3 (Kopeisk, Russian Federation), Tipushkov S. V. 3 (Kopeisk, Russian Federation), Filippova O. G. 2 (Chelyabinsk, Russian Federation)
1 South Ural State Humanitarian and Pedagogical University, South Ural State University (National Research University)
2 South Ural State Humanitarian Pedagogical University
3 Municipal educational institution "Secondary school № 44 named after S.F. Baronenko"
Full text (Open Access) — Downloaded 605
Abstract: 

Introduction. The article presents a theoretical review and an experimental study of children’s cognitive and emotional development in the current information and communication situation. Moreover, the study focuses on the possibilities of using a neuro-educational approach for improving mental efficiency and reducing social anxiety in primary schoolchildren. The purpose of the article is to identify and substantiate the effectiveness of a set of neuro-educational techniques as factors for improving mental performance and reducing social anxiety in primary schoolchildren.
Materials and Methods. The study adopts a neuro-educational approach and its basic principles. The data were collected via the following methods: (1) E.F. Zambatsevichene’s test for studying verbal and logical thinking, (2) L.A. Yasyukova’s inventory for evaluating the development of short-term verbal and visual memory, (3) the Toulouse-Pieron test for the assessment of selective/sustained attention, (4) Phillips' School Anxiety Test. 63 primary school students took part in the study. To detect the randomness of the results and track the dynamics, the experimental data were subjected to mathematical processing (Wilcoxon's T-test, which ensures the validity and reliability of the research findings).
Results. The authors propose and theoretically substantiate the neuro-educational approach as a strategy for cognitive and emotional development. Relying on psycho-educational experimentation based on the psychophysiological developmental characteristics of primary schoolchildren, the authors implemented neuro-educational techniques for increasing mental performance and reducing social anxiety in primary schoolchildren.
The research findings show that the use of respiratory gymnastics, psychogymnastics, games for the development of hemispheric interaction, for the development of phonemic perception, for the development of afferent and efferent praxis, neuroarticulatory gymnastics, bioenergy calisthenics, and kinesiological exercises, have a significant impact on the indicators of students’ cognitive and emotional development.
The study confirms the assumption that achieving a high level of development of cognitive functions and social emotions is possible if the set of neuro-educational techniques and technologies is utilized in primary education.
Conclusions. The article concludes about the effectiveness of the set of neuro-educational techniques as a factor for increasing mental performance and reducing social anxiety in primary schoolchildren. The authors emphasize that the application of the set of psycho-educational techniques increases children’s emotional well-being, which improves quality of children’s cognitive and emotional development and helps to avoid the risks of school maladaptation.

Keywords: 

Neuro-educational approach; Neuro-educational techniques; Cognitive functions; Social emotions; Mental efficiency; Social anxiety; Primary school student.

For citation:
Batenova Y. V., Volchegorskaya E. Y., Ezhova S. V., Tipushkov S. V., Filippova O. G. Factors of increasing mental efficiency and reducing social anxiety in primary schoolchildren. Science for Education Today, 2022, vol. 12, no. 4, pp. 26–45. DOI: http://dx.doi.org/10.15293/2658-6762.2204.02
References: 
  1. Batenova Y. V. Intensification of the digital experience of preschool children: Cognitive consequences. Moscow University Psychology Bulletin, 2019, no. 4, pp. 4–20. (In Russian) DOI: https://doi.org/10.11621/vsp.2019.04.04  URL: https://www.elibrary.ru/item.asp?id=41311521
  2. Veraxa N. E., Belolutskaya A. K. Interrelation of emotional and cognitive development in children of preschool and school-age: A review of research. Voprosy Psychologii, 2019, no. 5, pp. 132–142. (In Russian) URL: https://www.elibrary.ru/item.asp?id=42622396
  3. Kudryavtseva E. A. The significance of emotional and cognitive experience in the process of socializing the preschooler's personality. Kindergarten A to Z, 2014, no. 6, pp. 50–55. (In Russian) URL: https://www.elibrary.ru/item.asp?id=22612109
  4. Lokalova N. P., Nikonova L. I. The connection of cognitive-emotional development and forming of positive personal characteristics in senior preschoolers. Voprosy Psychologii, 2012, no. 4, pp.  13–22. (In Russian) URL:  https://www.elibrary.ru/item.asp?id=18906680
  5. Umnyashova I. B. Analysis of approaches to the assessment of psychological well-being of students. Bulletin of Practical Psychology of Education, 2019, no. 3, pp. 94–105. (In Russian) URL: https://www.elibrary.ru/item.asp?id=42550786
  6. Frolova S. V. Traditional children's games and folk fairy tales as factors of mental development of person. Saratov University News. New series. Series: Philosophy. Psychology. Pedagogics, 2009, vol. 9 (2), pp. 98–102. (In Russian) URL: https://www.elibrary.ru/item.asp?id=16962367
  7. Chernokova T. Ye. Metacognitive knowledge in the self-regulation of cognitive activity in preschool children. Cultural and Historical Psychology, 2014, vol. 10 (3), pp. 38–45. (In Russian) URL: https://www.elibrary.ru/item.asp?id=22669507 
  8. Bertie L. A., Sicouri G., Hudson J. L. 5.12 - Anxiety disorders in children and adolescents. Comprehensive Clinical Psychology (Second Edition), 2022, vol. 5, pp. 217–232. DOI: https://doi.org/10.1016/B978-0-12-818697-8.00040-6
  9. Cheie L.,Opris A. M.,Visu-Petra L. Age-related differences in schoolchildren’s prospective memory depend on the cognitive resources employed by the task. Cognitive Development, 2021, vol. 58, pp. 101048. DOI: https://doi.org/10.1016/j.cogdev.2021.101048
  10. Chou Yu., Hu B. Y., Winsler A., Wu H., Greenburg J., Kong Z. Chinese preschool children’s physical fitness, motor competence, executive functioning, and receptive language, math, and science performance in Kindergarten. Children and Youth Services Review, 2022, vol. 136, pp.  106397. DOI: https://doi.org/10.1016/j.childyouth.2022.106397
  11. Corkin M. T., Peterson E. R.,Henderson A. M., Waldie K. E., Reese E., MortonS. M.  Preschool screen media exposure, executive functions and symptoms of inattention/hyperactivity. Journal of Applied Developmental Psychology, 2021, vol. 73, pp. 101237. DOI: https://doi.org/10.1016/j.appdev.2020.101237
  12. Katarzyna L. T., SzarekM.  Beyond inhibitory control: Relationship between spatial and social skills in preschool children. Cognitive Development, 2021, vol. 59, pp. 101084. DOI: https://doi.org/10.1016/j.cogdev.2021.101084
  13. Liu P., Zhou S., Cui L., Cai D., Li D. Why does one want to feel socially engaging emotions? The role of self-transcendence values on desired emotions among adolescents. Personality and Individual Differences, 2022, vol. 185, pp. 111257. DOI: https://doi.org/10.1016/j.paid.2021.111257 
  14. Perone S.,Anderson A. J., ZelazoP. D. The influence of parental guidance on video game performance, exploration, and cortical activity in 5-year-old children. Cognitive Development, 2021, vol. 60, pp. 101126. DOI: https://doi.org/10.1016/j.cogdev.2021.101126
  15. Polinsky N., Flynn R., Wartella E. A., Uttal D. H. The role of spatial abilities in young children’s spatially-focused touchscreen game play. Cognitive Development, 2021, vol. 57, pp. 100970. DOI: https://doi.org/10.1016/j.cogdev.2020.100970
  16. Sawyer J. E.,Brooks P. J. Sociodramatic play enhances preschoolers’ private speech and motivation across activities. Cognitive Development, 2021, vol. 59, pp. 101073. DOI: https://doi.org/10.1016/j.cogdev.2021.101073
  17. Sharifian N., Sol K., Zahodne L. B., Antonucci T. С. 7.04 - Social relationships and adaptation in later life. Comprehensive Clinical Psychology (Second Edition), 2022, vol. 7, pp. 52–72. DOI: https://doi.org/10.1016/B978-0-12-818697-8.00016-9  
  18. Tu Ch., Nurymov Ye., Umirzakova Z. Building an online educational platform to promote creative and affective thinking in special education. Thinking Skills and Creativity, 2021, vol. 40, pp.  100841. DOI: https://doi.org/10.1016/j.tsc.2021.100841
  19. Ventouris A.,Panourgia C., Hodge S.Teachers‘ perceptions of the impact of technology on children and young people’s emotions and behaviors. International Journal of Educational Research Open, 2021, vol. 2, pp. 100081. DOI: https://doi.org/10.1016/j.ijedro.2021.100081
  20. Viana A. G., Trent E. S., Haley C. E., Raines E. M. Outcome findings and issues in psychotherapy with children and adolescents: internalizing disorders. Comprehensive Clinical Psychology (Second Edition), 2022, vol. 5, pp. 25–47. DOI: https://doi.org/10.1016/B978-0-12-818697-8.00046-7
  21. Wei X., Jiang H., Wang H., Geng J., Gao T., Lei L., Ren L. The relationship between components of neuroticism and problematic smartphone use in adolescents: A network analysis. Personality and Individual Differences, 2022, vol. 186, Part A, pp. 111325. DOI: https://doi.org/10.1016/j.paid.2021.111325
  22. Yang J., Chen Z., Qiu G., Li X., Li C., Yang K., Chen Z., Gao L., Lu S. Exploring the relationship between children's facial emotion processing characteristics and speech communication ability using deep learning on eye tracking and speech performance measures. Computer Speech & Language Available, 2022, vol. 28, pp. 101389. DOI: https://doi.org/10.1016/j.csl.2022.101389
  23. Zsido A. N., Arato N., Lang A., Labadi B., Stecina D., Bandi S. A. The role of maladaptive cognitive emotion regulation strategies and social anxiety in problematic smartphone and social media use. Personality and Individual Differences, 2021, vol. 173, pp. 110647. DOI: https://doi.org/10.1016/j.paid.2021.110647
Date of the publication 31.08.2022