Socio-Psychological Characteristics of the Improvement of Students’

Talents in Technical Fields

Indira Rakhimova

, Gulnora Kuvandikova

and Dilnavoz Khamrakulova

National University of Uzbekistan, Tashkent, Uzbekistan

Tashkent State Technical University, Tashkent, Uzbekistan

Keywords: Talent, Technical Talent, Creative Thinking, Motive, Values, Creative Imagination.

Abstract: The article provides information on the characteristics of talent, which is based on the corresponding type of

student activity (technical direction), mainly involving creativity, wit, productivity, technical and intellectual

abilities, the need to learn and derive satisfaction from new things, curiosity, developed imagination, creative

thinking, vision, and scientific exploration. Furthermore, this article reveals the psychological features of the

development of the ability to balance, creative thinking, creativity, and perception, as well as emotional

sensitivity in subjective actions, holistic and systematic problem-solving, and social interaction.

1 INTRODUCTION

The analysis of the scientific literature review shows

that there is a shortage of generalizing concepts in

both theoretical and applied studies devoted to or

affecting the problem of talent, which would

unambiguously interpret the nature of the

phenomenon under study. These circumstances create

many obstacles in the way of organizing and

conducting a socio-psychological study of talent. In

this regard, the urgent need for a thorough

consideration of the available modern approaches in

order to generalize their results and highlight, on this

basis, the main positions of scientists for further study

of the phenomenon under study is very actualized.

Therefore, in her study of the problem of talent, A.O.

Luchinina focused on solving applied problems of

developing appropriate training programs. Under the

studied phenomenon, the author explains a higher

susceptibility to learning and more pronounced

creative manifestations than peers. Also, the author

interprets talent as the optimal level of formed unique

mental experience that provides the possibility of

creative and intellectual activity (I.I. Rakhimova.).

With the so-called mental equivalent of talent, the

researcher singles out intellectual maturity, which

forms a system of individual intellectual resources

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that affect the features of the cognitive attitude of the

subject to the world and the nature of the reproduction

of reality in individual consciousness.

B.A. Vyatkin considers talent as the highest degree of

development of abilities, a kind of system of values,

self-awareness, and intellectual maturity. The

system-forming factors in the development of such a

personality are the levels of:

 spiritual development, i.e. the system of

values and meanings;

 personal development, i.e. the sphere of self-

consciousness;

 intellectual maturity;

 comprehension of reality.

U.D. Karpov, having analyzed various concepts,

came to the conclusion that talent is a systemic quality

of the psyche, the core of which consists of two main

components:

 instrumental;

 motivational.

The first component (instrumental) covers

intellectual and creative qualities. They are clearly

differentiated as complementary to each other. The

second component (motivational) consists of the

following components:

 sensitivity to a certain subject material;

Rakhimova, I., Kuvandikova, G. and Khamrakulova, D.

Socio-Psychological Characteristics of the Improvement of Students’ Talents in Technical Fields.

DOI: 10.5220/0012476700003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 39-43

ISBN: 978-989-758-687-3

 interest;

 increased cognitive need;

 willingness to work with paradoxical,

contradictory, and uncertain information;

 high self-criticism;

 striving for excellence (Kuvandikova G.G.

(2021)).

According to A.I. Savenkov, in most of the empirical

concepts, talent is considered as a static phenomenon,

without taking into account the dynamics, sources,

and directions of development of those elements that

are included in its structure. To a certain extent, this

also explains the fact that there are no special

psychogenetic studies of personality characteristics

of talent at the empirical stage. If we proceed from the

fact that a person is born already with a certain set of

qualities that can contribute to (or hinder) the

development of talent, then it does not matter when,

in fact, these qualities are studied because the main

task of working with gifted individuals is limited to

simply fixing the presence or absence of these

qualities (.Savenkov A.I. (2001)).

A.A. Grigoriev argues that the basis of talent is the

ability to adapt to new tasks and living conditions in

various fields. The researcher suggests evaluating the

level of talent based on the ratio of intellectual

development and chronological development,

concluding that there are two forms of intellectual

activity:

 the first - as a property of age development;

 the second is determined by the degree of

mental development regardless of age (Grigoriev

A.A. (2011).).

T.N. Ponamarev points out that the phenomenon of

talent is quite multifaceted and is currently not clearly

defined. In this regard, in the course of scientific

research, it is necessary to apply those achievements

that indicate the connection of certain mental

phenomena with the object of study. Based on the

above analysis, the author adheres to the position

reflecting the predetermining relationship of talent

with:

 certain intellectual formations;

 complex of abilities;

 certain characteristics of temperament,

reflecting and transforming social influences and

determining the individual style of life.

The experience of previous researchers shows that the

originality of manifestations, a special combination of

structural components of talent determines the

specifics of the manifestation of the phenomenon

under study, one of which is related to the technical-

transformative, technical direction of activity, i.e.

technical aptitude.

Under this phenomenon, it is considered appropriate

to understand a qualitatively peculiar combination of

a complex of individual personality traits that provide

a high level of the result of the activity of a technical

direction, in particular, a technically transformative

nature, which is expressed, as a rule, in the creation

of new types of equipment and technologies, original

ways of solving scientific and technical problems, etc.

According to its content, technical talent covers

mainly the predisposition, the student's orientation to

the relevant field of activity (technical field), his

orientation towards creativity, knowledge,

productivity, features of technical and intellectual

abilities, the need to learn new things and derive

satisfaction from this, activity, curiosity, developed

imagination, the ability to think creatively, see and

perceive scientific and technical problems

holistically, systematically, plasticity in objective

activity in social interaction, as well as emotional

sensitivity.

2 METHODS

To achieve the goal and implement the formulated

tasks, both theoretical and empirical research

methods were used:

• Theoretical analysis of scientific literature;

• Document analysis;

• Survey;

• Mathematical and statistical methods of data

processing, etc.

During the empirical study, the following

psychodiagnostic complex was used:

• Survey of value orientations by M. Rokeach;

• Questionnaire for determining the general emotional

orientation of the personality by B.I. Dodonov;

• Questionnaire for assessing professional interests

and abilities by I.L. Solomin;

• Test for mechanical intelligence by J.K. Bennett;

• Questionnaire for the study of the creative potential

of the individual by E.E. Tunik;

• Test of progressive matrices by J.Raven;

• Prepared questionnaire for expert assessment of the

structural components of technical talent of students

of higher educational institutions;

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• Prepared expert questionnaire for assessing the

development of technical talent of students of higher

educational institutions.

3 RESULTS AND DISCUSSION

Based on the aim and objectives of this study, an

expert assessment was organized and carried out to

clarify the current structure of the technical talent of

modern students of higher educational institutions.

All structural components were evaluated on a

specially prepared ten-point scale, where:

- A low level of compliance is estimated from 1 to 2

points.

- Below-average level of compliance is estimated

from 3 to 4 points.

- The average level of compliance is estimated from

5 to 6 points.

- Above-average level of compliance is estimated

from 7 to 8 points.

- A high level of compliance is estimated from 9 to 10

points.

In addition, the prepared questionnaire also allows the

expert to independently supplement structural

components and evaluate them, which, in their

opinion, can characterize the technical talent of

students of higher educational institutions.

The experts identified the following as relevant

structural components of high significance:

- Student’s developed technical abilities - 10 points.

- Student’s intellectual abilities - 9.9 points.

- The student's need for learning new things and

getting satisfaction from this - 9.9 points.

- Student's orientation to learning new things - 9.8

points.

- Student's ability to think creatively - 9.8 points.

- Student’s developed imagination - 9.8 points.

- The student's focus on the activities of the technical

direction - 9.8 points.

- Student’s activeness - 9.5 points.

Experts attributed the following to the actual

structural components above the average level of

significance:

- Student’s curiosity - 9.4 points.

- Student's orientation to creativity - 8.5 points.

- Student's orientation towards productivity in their

activities - 8.2 points.

To facilitate the perception of the actual structure

identified based on the results of an expert assessment

and to aid in selecting appropriate tools for organizing

the psychodiagnostics of technical talent in general,

the above components were grouped into the

corresponding categories (Figure 1)..

Figure 1: Structural components of technical talent of students in higher educational institutions

In accordance with the aim and objectives of this

dissertation work, an empirical study was organized

and conducted to study the current state of the

development of technical talent. The entire sample of

the empirical study (n=286) was examined using the

previously identified psychodiagnostic complex,

which includes the following tools:

- Survey of value orientations by M. Rokeach.

- Questionnaire for determining the general emotional

orientation of the personality by B.I. Dodonov.

Technical talent of students

Component of Value

Component of

Emotional Orientation

Component of Activity

Component of

Creativity

Component of

Technical Abilities

Socio-Psychological Characteristics of the Improvement of Students’ Talents in Technical Fields

- Questionnaire for assessing professional interests

and abilities by I.L. Solomin.

- Test for mechanical intelligence by J.K. Bennett.

- Questionnaire for the study of the creative potential

of the individual by E.E. Tunik.

- Test of progressive matrices by J.Raven.

Most of these tools are based on self-assessment,

which is essential for understanding the level of

development of technical talent and its changes. Since

a student's technical talent is characterized by the

highest level of performance in the relevant activity,

it is important to assess its development from the

subject's perspective. Additionally, self-esteem

serves as an objective measure of the manifestation of

personal qualities in older adolescence.

To strengthen the psychodiagnostic procedure, an

expert assessment of the technical talent of students

was also applied using a pre-prepared questionnaire.

Expert teachers (42 people) directly involved in

teaching students participated in this assessment.

The results of the expert survey showed a similar

distribution of the levels of development of the trait

under study. The majority of surveyed students

(84.6%, 242 people) were rated with an average level

of development of technical talent. A high and above-

average level of technical talent was noted in 10.6%

(30%) and 3.8% (11 people) of students, respectively.

Only 1% (3 people) of students were classified at a

lower average level of development.

The identity of the results from the comprehensive

psychodiagnostic examination and the expert

assessment of the technical talent of students in

higher educational institutions was also confirmed

statistically using the non-parametric Spearman

criterion (Appendix 15). A significant positive

correlation (r = 0.77 at p<0.050) was found between

the indicators of the level of development of technical

talent obtained from both the comprehensive

psychodiagnostic examination and the expert

assessment.

Based on the expert assessment (n=179) and a pre-

prepared questionnaire, eleven relevant structural

components of students’ technical talent were

identified with high and above-average levels of

compliance. These components were further grouped

into five interdependent structural components,

reflecting the technical talent of students:

- Value component (student’s orientation to learning

new things) - 9.8 points.

- Student’s orientation to creativity - 8.5 points.

- Student’s orientation towards productivity in their

activities - 8.2 points.

- Emotional orientation component (the student’s

need for learning new things and getting satisfaction

from this - 9.9 points; curiosity of the student - 9.4

points; student activeness - 9.5 points).

- Activity component (student’s focus on the activity

of the technical direction) - 9.8 points.

- Technical abilities component (developed technical

abilities of the student) - 10 points.

- Developed imagination of the student - 9.8 points.

- Creative abilities component (developed intellectual

abilities of the student) - 9.9 points.

- Student’s ability to think creatively - 9.8 points.

The selected component structure of technical talent,

the psychodiagnostic tools used, and the expert

questionnaire allowed for a thorough investigation of

the current state of development of the phenomenon

under study. The results of the comprehensive

psychodiagnostic examination (n=288) revealed that

despite the relatively high level of development of

individual relevant structural components, the

majority of surveyed students (84.6%, 242 people)

have an overall level of technical talent at an average

level of development. A small number of students

(0.3%, 1 person) were identified at a lower average

level, while no respondents were identified at the low

level. Furthermore, 10.8% (31 people) and 4.3% (12

people) of the surveyed students were found to have

high and above-average levels of development of

technical talent, respectively.

4 CONCLUSION

The expert assessment (n=42) of technical talent,

conducted using a pre-prepared questionnaire,

showed an identical distribution of the levels of

development of the trait under study among the

surveyed students of higher educational institutions.

Additionally, the correlation analysis of the results

from the comprehensive psychodiagnostic

examination and the expert assessment, using the

Spearman nonparametric criterion, revealed a

positive and statistically significant relationship

(r=0.77 at p<0.050). This finding confirms the

relevance of the selected component structure of the

phenomenon under study, the chosen

psychodiagnostic tools, and the gradation of levels of

development of technical talent.

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REFERENCES

Kuvandikova G.G. (2021) Bulletin of science and

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8(111). Part-3. April. Moscow.. pp. 84-86.

Savenkov A.I. (2001) Modern concepts of talent. // Issues

of psychology. - No. 3. - P. 111-118.

Grigoriev A.A. (2011).Talent and intelligence // Journal of

the Higher School of Economics. - - No. 3. - P. 57-64.

I.I. Rakhimova. Peculiarities of socially active

youth/Pedagogical competence, Scientific-theoretical

and methodological journal, (special issue), 160-161

Socio-Psychological Characteristics of the Improvement of Students’ Talents in Technical Fields