Mediterranean Journal of Social Sciences

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MCSER Publishing, Rome-Italy 5 6 7 8 9

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Mediterranean Journal of Social Sciences 18

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Vol. 6, No. 4, August 2015 27

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Supplement 4 29

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Rome, Italy 201540

Mediterranean Journal of Social Sciences 1 2

3 Editor in Chief 4

Prof. Dr. Bidzina Savaneli 5 6 7

Executive Director, MCSER 1 Prof. Francesco Tarsia 2 3 Editing 4 Dr. Lisa Licata 5 6 Editorial Assistant 7 Dr. Michela Gallo 8

Scientific Coordinator 9 Prof. Bidzina Savaneli 10 11 Graphic Design 12 Dr. Elisabetta Tarsia 13 14 Editorial Managing 15 Dr. Sokol Pacukaj 16

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2 Copyright © 2015 MCSER – Mediterranean Center of Social and Educational Research 3

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ISSN 2039-9340 (print) ISSN 2039-2117 (online) 7

Index Copernicus Year 2012 Impact Factor 6.44 8

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Vol. 6, No. 4, Supplement 4, August 2015 11

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Doi:10.5901/mjss.2015.v6n4s4 13 14 15

Publisher 16 17

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Vol. 6, No. 4, Supplement 4, August 2015 35

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ISSN: 2039-9340 (print) 38

ISSN: 2039-2117 (online) 39

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About the Journal 42

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Mediterranean Journal of Social Sciences (MJSS) is a double blind peer-reviewed journal, 45

published three times a year, by Mediterranean Center of Social and Educational 46

Research. The journal publishes research papers in the fields of Mediterranean and World 47

Culture, Sociology, Philosophy, Linguistics, Education, History, History of Religions, 48

Anthropology, Statistics, Politics, Laws, Psychology and Economics. MJSS is open for the 49

academic world and research institutes, academic and departmental libraries, graduate students and 50

PhD candidates, academic and non-academic researchers and research teams. Specifically, MJSS is 51

positioned as a vehicle for academics and practitioners to share field research. In addition to 52

scientific studies, we will also consider letters to the editor, guest editorials, and book reviews. Our 53

goal is to provide original, relevant, and timely information from diverse sources; to write and 54

publish with absolute integrity; and to serve as effectively as possible the needs of those involved in 55

all social areas. If your research will help us achieve these goals, we would like to hear from you. 56

MJSS provides immediate open access to its content on the principle that making research freely 57

available to the public supporting a greater global exchange of knowledge. All manuscripts are 58

subject to a double blind peer review by the members of the editorial board who are noted experts in 59

the appropriate subject area. 60 61 62 63

Editor in Chief, Bidzina Savaneli 64 65 Tbilisi State University, Georgia 66

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Indexing/Abstracting/Library 5

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Mediterranean Journal of Social Sciences is included on the following 7

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Social Sciences 2

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of the Modern Language Association 21

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Editor in chief Prof. Dr. Bidzina Savaneli 4

Tbilisi State University, Georgia 5 6

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International Editorial Board 8

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10 Vincent Hoffmann-Martinot 1 University of Bordeaux, France 2 Dimitri A. Sotiropoulos 3 University of Athens, Greece 4 Sibylle Heilbrunn 5 Ruppin Academic Center, Emek-Hefer, Israel 6 Anne Cross 7 Metropolitan State University, USA 8 Werner J. Patzelt 9 University of Dresden Germany 10 Mohamed Ben Aissa 11 University of Tunis, Tunisia 12 Emanuele Santi 13 African Development Bank, Tunis, Tunisia 14 Arda Arikan 15 Akdeniz University, Antalya, Turkey 16 Godfrey Baldacchino 17 University of Malta, Malta 18 Kamaruzaman Jusoff 19 Universiti Putra Malaysia 20 Hossein Vahid Dastjerdi 21 University of Isfahan, Isfahan, Iran 22 Gabriele Natalizia 23 Sapienza University of Rome, Italy 24 Francisco J. Ramos 25 Universidad de Castilla-La Mancha, Spain 26 Igor Baglioni 27 Sapienza University of Rome, Italy 28 Tarau Virgiliu Leon 29 Babes-Bolyai University, Cluj-Napoca, Romania 30 José Sánchez-Santamaría 31 University of Castilla-La Mancha, Spain 32 Dorina Orzac 33 Babes-Bolyai University, Cluj-Napoca, Romania 34

Slavko Burzanovic 35 University of Montenegro, Montenegro 36 37 38

Aranit Shkurti 39 CIRPS Sapienza University / CIT University, 40 Albania 41 Gulap Shahzada 42 University of Science and Tecnology, Pakistan 43 Nanjunda D C 44 Universiy of Mysore, Karnataka, India 45 Nkasiobi S.Oguzor 46 Federal College of Education (Technical), 47 Omoku- Nigeria 48 Shobana Nelasco 49 Fatima College, Madurai-India 50 Jacinta A. Opara 51 Universidad Azteca, Mexico 52 Fernando A. Ferreira 53 Polytechnic Institute of Santarem, Portugal 54 Hassan Danial Aslam 55 Human Resource Management Research Society, 56 Pakistan 57 Muneerah Bader Almahasheer, 58 College of Arts, University of Dammam (UoD), 59 Saudi Arabia 60 Alice Kagoda 61 Makerere University, Kampala-Uganda 62 B.V. Toshev 63 University of Sofia, Bulgaria 64 Benedicta Egbo 65 University of Windsor, Ontario-Canada 66 Adriana Vizental 67 University Aurel Vlaicu, Romania 68 Florica Bodistean 69 University Aurel Vlaicu, Romania 70 Wei Zhang, 71 University of California, USA 72 Tutku Akter 73 Girne American University, Northern Cyprus 74 75 76

Murthy CSHN 77 Tezpur University Napaam Assam India 78 Femi Quadri 79 Federal College of Education (Technical), 80 Omoku-Nigeria 81 Fouzia Naeem Khan 82 Shaheed Zulfikar Ali Bhutto Institute of Science 83 and Technology, Pakistan 84 Marcel Pikhart 85 University Hradec Kralove, Czech Republic 86 Luiela-Magdalena Csorba 87 University Aurel Vlaicu, Romania 88 Hamdan bin Said, 89 University Technology Malaysia, Malaysia 90 Joan Garcia Garriga 91 Institut de Paleoecologia Humana i Evolució 92 Social (IPHES) / Universitat Oberta de 93 Catalunya (UOC), Spain 94 Georgios A. Antonopoulos 95 Teesside University Middlesbrough, UK 96 Vennila Gopal 97 Bharathiar University, Coimbatore, India 98 Eddie Blass 99 Swinburne University of Technology, Australia 100 Hanna David 101 Tel Aviv University, Jerusalem-Israel 102 Raphael C. Njoku 103 University of Louisville, USA 104 Ali Simek 105 Anadolu University, Turkey 106 Abel Gwaka Anyien, 107 Kenyatta University, Kenya 108 MW Lumadi, 109 University of South Africa, UNISA, South Africa 110 Gerhard Berchtold 111 Universidad Azteca, Mexico 112 Samir Mohamed Alredaisy 113 University of Khartoum, Sudan 114 115 116 117 118 119 120 121 122 123 124 125

Austin N. Nosike 126 The Granada Management Institute, Spain 127 Lawrence Ogbo Ugwuanyi 128 University of Abuja, Abuja-Nigeria 129 Ridvan Peshkopia 130 American Unievrsity of Tirana, Albania 131 George Aspridis 132 Technological Educational Institute of Larissa, Greece 133 Talat Islam 134 University of the Punjab, Lahore, Pakistan 135 Sokol Paçukaj 136 Aleksander Moisiu University, Albania 137 Federico Niglia 138 Libera Università Internazionale degli Studi 139 Sociali (LUISS) “Guido Carli”, Italy 140 Isara Tongsamsi 141 Songkhla Rajabhat University, Thailand 142 S.E. Onuebunwa 143 Federal College of Education (Technical), 144 Omoku-Nigeria 145 Muhammad Abdul Wahid Usmani, 146 King Saud University, Riyadh, Saudi Arabia 147 Shahram Fattahi, 148 Razi University, Iran 149 Santosh Kumar Behera, 150 Sidho-Kanho-Birsha University, 151 Purulia, West Bengal 152 Newman Wadesango, 153 University of Fort Hare, South Africa 154 Nuria Rodríguez Priego, 155 European Commision, Institute for Prospective 156 Technological Studies/University of Granada, Spain 157 Prof. Ravinder Rena 158 University of the Western Cape, South Africa 159 Enkelejda Shkurti 160 University of Tirana, Albania 161

ISSN 2039-2117 (online) ISSN 2039-9340 (print)

Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy

Vol 6 No 4 S4 August 2015

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TABLE OF CONTENTS 2 3 4 5 6 7 Learning Potential in Mathematics through Imagination and Manipulation of Building Blocks 11 8 Concetta Pirrone, Antonio Nicolosi, Alessia Passanisi, Santo Di Nuovo 9 Creating Optimal Mechanism for Competitive Recovery of Russia in the International Environment 19 10 Lidiya A. Pankova, Mikhail A. Surzhikov 11 Open Price for Iran: The Bases for Reform 25 12 Farzaneh Akrami, Sakina Shaik Ahmad Yusoff, Suzanna Mohamed Isa 13 Perceived Readiness to Practice (PRTP): A Study among Physiotherapy Students in Abha, Saudi Arabia 34 14 S Paul Silvian, Khalid Alahmari, Faisal Asiri, Jaya Shankar Tedla, 15 Resmi Ann Thomas, Irshad Ahmad Abdul Hameed, Ravishankar Reddy 16 Ostentation or Visibility: A Cultural Study of Consumption of Cosmetics by Iranian Young Women 41 17 Hossein Hassani, Manijeh Akhavan, Ahmad Khakiyan, Ehsan Shahghasemi, Zohreh Faghani 18 The Influence of Emotional Progression Factors on Adjustment to Loss and Grief on 19 Kenyan Orphaned Secondary School Students 49 20 Judith Anyango Owaa, Peter J.O. Aloka, Pamela Raburu 21 Empirical Analysis of Tourism as a Tool to Increase Foreign Direct Investment in Developing Country: 22 Evidence from Malaysia 60 23 Aftab Alam, Omair Mujahid Malik, Manzoor Ahmed, Kamisan Gaadar 24 Living in Contaminated Sites: Which Cost for Psychic Health? 66 25 Fanny Guglielmucci, Isabella G. Franzoi, Marco Zuffranieri, Antonella Granieri 26 The Relationship of Family Function with Internet Addiction among Girl High School Students in Malard 74 27 Azam Habibi, Parvaneh Danesh, Mohammad Javad Zahedi Mazandarani 28 Thai Pre-service Chemistry Teachers’ Constructivist Teaching Performances 82 29 Watinee Udomkan, Paisan Suwannoi, Patcharee Chanpeng, Chokchai Yuenyong 30 Harmonization and Comparison with EU Law of Corporate Governance in Albania 92 31 Aurora Ndreu 32 Discovering the Link between Algerian Inflation and Inflation Uncertainty Using Markov Switching Model 100 33 Kamel Si Mohammed, Abderrezzak Benhabib, Sidahmed Zenagui, Morad Smail 34 Postcolonial Approach to Amitav Ghosh’s The Shadow Lines 106 35 Hamid Reza Kasikhan, Naghmeh Kasikhan 36 A Critical Review on Breast Cancer Literature: Screening, Awareness and Preventive Measures 115 37 M. Swapana, C. Padmavathy 38 Study of Hereditary Transmission of Papillary Patterns 123 39 Vasily Yarovenko 40 Improving Internet Communication Efficiency Using Ranking Promotion Tools 130 41 Valeriy Nikishkin, Tatyana Voronova, Maria Tverdokhlebova 42 Characterisation, Authority and Ideology in Ngũgĩ’s Devil on the Cross 138 43 Léonard A. Koussouhon, Yémalo C. Amoussou 44 Cyberspace Identity Theft: An Overview 149 45 Nazura Abdul Manap, Anita Abdul Rahim, Hossein Taji 46 An Analysis on the Relationship between Parenting Styles and Self Esteem of 47 Students of a University in Malaysia: A Case Study 159 48 Ooi Shok Hong, Choi Sang Long, Rabeatul Husna Abdull Rahman 49 Albania vs. Balkan's Countries as Comparative Analysis of the Human Development Index 170 50 Dorina Ciko 51 52




Educational Aspects of Interactive Foreign Language Learning in High Schools 178 53 Alexander V. Obskov, Svetlana I. Pozdeeva, Dmitry L. Matukhin, Gavriil A. Nizkodubov 54 An Analysis of the Potential Target Market through the Application of the Stp Principle/Model 183 55 Johnson Kampamba 56 Globalization and Sustainable Development: A Conceptual Model 200 57 Africa Makasi, Krishna Govender 58 An Evaluation of the Management of Office Buildings in the Public Sector of Botswana 209 59 Johnson Kampamba 60 The Importance of Freedom of Religion as a Foundamental Human Right 216 61 Evalda Jera 62 Social Networks and Women Micro-Enterprise Performance: A Conceptual Framework 219 63 Isidore Ekpe, Norsiah Mat, Margaret Isidore Ekpe 64 Development and Validation of a Cultural Dimensions Scale (CDS) and Its Application in an Iranian Context 226 65 Fahime Saboori, Reza Pishghadam, Azar Hosseini Fatemi, Behzad Ghonsooli 66 The Scope of Values and Limits of the Personal Psychological Space of Students-Emigrants 238 67 Belousova A.K., Mozgovaya N.N., Barsukova O.V., Vyshkvyrkina M.A., 68 Kryschenko E.P., Mochalova Yu.A., Pavlova T.V., Tushnova Yu.A. 69 Home Culture Attachment and Comprehending L2 Written Texts: A Study on EFL learners in Iran 242 70 Mahshid Hejazi, Behzad Ghonsooly, Reza Pishghadam, Hesamoddin Shahriari Ahmadi 71 Conceptual Challenges of Observability for Transaction Sector in Economy 250 72 Evgeny A. Kuzmin, Oksana N. Berdyugina, Dmitri A. Karkh 73 The Involvement of School Students in Criminal Activities and Its Position in the Malaysian Law 262 74 Anita Abdul Rahim, Tengku Noor Azira Tengku Zainudin, Ramalinggam Rajamanickam 75 On the Uniqueness and Non-Commutative Nature of Coefficients of Variables and Interactions in 76 Hierarchical Moderated Multiple Regression of Masked Survey Data 267 77 H. I. Okagbue, M. O. Adamu, S. A. Iyase, S. O. Edeki, A. A. Opanuga, P. O. Ugwoke 78 Consent to Medical Treatment and the Autonomous Power of Adult Patients: The Malaysian Legal Position 277 79 Tengku Noor Azira Tengku Zainudin, Anita Abdul Rahim, Ramalinggam Rajamanickam 80 Individual Access to Implementing Foreign Policy: A Perspective from Russian Constitutional Law 283 81 Gennady Chebotaryov, Mariya Riekkinen, Pekka Riekkinen 82 The Demand for an Administrative District for the Coastal Belt of Amparai District in Sri Lanka: 83 An Assessment of Its Root Causes 294 84 Athambawa Sarjoon, Mohammad Agus Yusoff, Nordin Hussin, Azmi Awang 85 Government Capital Expenditure, Foreign Direct Investment, and Economic Growth Relationship in Nigeria 304 86 Bashir Olayinka Kolawole, Sunkanmi Ayoola Odubunmi 87 Short and Long Term Relationship between Economic Growth and Unemployment in Egypt: 88 An Empirical Analysis 314 89 Fouzeia Mohmed Alhdiy, Fuadah Johari, Siti Nurazira Mohd Daud, Asma Abdul Rahman 90 Perceptions on Project-Based Assessment Rubrics: A Rubric Design for Indonesian School Contexts 323 91 Fadly Azhar 92 Improving Students’ Achievement in Biology using 7E Instructional Model: An Experimental Study 331 93 Muhammad Naqeeb Ul Khalil Shaheen, Nabi Bux Jumani, Muhammad Munir Kayani 94 Does Credit Play a Role in Increasing the Yields of Wheat and Cotton: A Case Study of District Sahiwal 342 95 Muhammad Asim, Maqsood Hussain, Nasir Nadeem, Asghar Ali, 96 Muhammad Ali Imran, Mehran Hussain, Ihsan Jamil, Imran Ghaffar, Muhammad Rashid 97 Semiotic and Symbolic Aspects of Language in John Donne's Selected Poems 347 98 Kamelia Talebian Sedehi, Omar Mohammed Abdullah 99 Information and Communication Technology and Students with Disabilities 354 100 Luan Bekteshi 101 102




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1

The Scope of Values and Limits of the 2

Personal Psychological Space of Students-Emigrants 3 4

Belousova A.K.* 5 6

Mozgovaya N.N. 7 8

Barsukova O.V. 9 10

Vyshkvyrkina M.A. 11 12

Kryschenko E.P. 13 14

Mochalova Yu.A. 15 16

Pavlova T.V. 17 18

Tushnova Yu.A. 19 20

Southern Federal University, Academy of Psychology and Pedagogy, Rostov-on-Don, Russia 21 *Email: [email protected] 22

23 Doi:10.5901/mjss.2015.v6n4s4p 24 25 Abstract 26

27 This article analyzes theoretical and empirical works of personality psychology, personal psychological space, value and sense 28 bearing sphere of students-emigrants. Within the empirical study of formation of value and sense bearing sphere of students-29 emigrants of the second-fourth years of study in the pedagogical high school of the Southern Federal University, results in 30 revealing not only the dynamics of these processes, but also the development of the personal psychological space contents 31 and its boundaries were obtained. The analysis of this issue showed that the value and sense bearing sphere of a person has a 32 forming effect on the components of the personal psychological space. The personal space takes place at all stages of the 33 ontogenetic development. It has the most vivid expression at time of being a student. Also, connections between the values of 34 students-emigrants and the formation of their personal psychological space were found. 35 36

Keywords: personal psychological space, subject, values, spheres of life activity, students-emigrants 37 38

39 Introduction 1.40

41 Russian society imposes new requirements to the modern higher education which include not only the formation of 42 knowledge and skills of studying young people, but also their personal formation, the development of qualities enabling 43 the new generation to actualize and realize them to the maximum extent in the existing socio-economic and professional 44 space of the high school. As practice shows, for the modern person it is not enough just to become a subject or a person, 45 today the person has to go beyond these limits and create something new, namely, the personal psychological space. 46 Also, the ability to observe the boundaries of such space in the modern intercultural, intersocial and international space of 47 the high school is required. Personal psychological space is subjectively meaningful fragment of life that determines the 48 activity and strategy of human life. Psychological space includes a set of physical, social and purely psychological 49 phenomena and they facilitate person to identify oneself (territory, personal objects, social attachment, attitudes). 50 51

Methodological Framework 2.52 53 Theoretical and methodological base of the research is "social space" by G. Simmel and P. Bourdieu, "Lebensraum or 54 psychological field" by K. Levin and "psychological personality space" by S.K. Nartova-Bochaver. 55

The personal psychological space is characterized as a complex, integrated psychological formation being a result 56 of individual subjectivity development (Mozgovaya, 2002). On the one hand, it ensures its integrity, keeping of identity, 57




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the ability to self-presentation, self-protection from the manipulative and any negative impact from other persons. On the 58 other hand, the personal space contributes to the formation of a whole complex of moral and ethical, personally 59 significant and individually meaningful distinctive features and properties of a human. 60

The existence of the individual psychological space is a significant and indisputable fact. However, this evidence is 61 illusory enough, because any attempts to operationalize it face irresistible obstacles, the main of which is its variability. 62 The psychological space phenomenon is definitely lost in the range of the human complex psychological reality. 63 Probably, its most accurate definition can be considered as a "runaway" phenomenon "disappearing" in the many 64 transformations which it undergoes at different stages of the human ontogenetic development (Mozgovaya, 2010). 65

One of the first researchers who turned to the use of this concept was K. Levin. In his "field theory", the concept of 66 "psychological living space" is reflected, the content of which are objective physical and quasi-physical, objective social 67 and quasi-social factors (Levin, 2000). К. Levin gave a description of the person as a kind of differentiated integrity, 68 comprising its own personal space as a significant part. He considered keeping the personal space or the space of "free 69 life movement" as one of prerequisites for establishing positive interpersonal relationships between people. К. Levin 70 thought that the boundary of the psychological space allows saving the person integrity through regulating the process of 71 interpenetration of "facts" in the interaction of a person and the environment (Pisachkin, 1997). 72

Meaningful correlates of the personal psychological space include boundaries of this space. The problem of 73 psychological distance or compliance to boundaries is best elaborated in the works of Gestalt psychologists who have 74 examined the subject's contacts with the environment, believing that the point of contact between the organism and the 75 environment is the contact boundary. It is the border, according to F.S. Pearles, where psychological events are located: 76 our thoughts, actions, our emotions, which are a form of our experience and the result of the meeting of these events on 77 the border with the environment. Through the contact with the environment, people gain experience, form their views and 78 outlooks, build an individual scale of values (Mozgovaya, 2002). 79

An interesting point of view regarding the boundaries of the personal space belongs to M.M. Bakhtin. Each inner 80 experience on the boundary meets with others, and in this tense meeting is its essence. The threshold of the other 81 person's consciousness, according to M.M. Bakhtin, defines the boundary of the own consciousness. I.e. the boundary of 82 Me is determined through the boundary of the "threshold" of other person's Me (Bakhtin, 1960). 83

Similar ideas can be found at M. Buber, who expressed the opinion that in the plane Me-You there was a thin 84 space of the personal "Me". It requires filling by other Me. The closer is spatial contact with of a human with other people, 85 the more dependent is the human activity from other people and the less the freedom to choose ways of activity. Such 86 understanding of the spatial contact indicates the connection of the external control and human activities (Suroedova, 87 2009). 88

Thus, the personal psychological space has a complex psychological structure formed by the interaction of the 89 components reflected by the person. According to N.N. Mozgovaya, the personal space has a number of complex 90 functions: protective (saving), representative, controlling, identifying ones (Mozgovaya, 2010). Also, the human 91 psychological space takes place at all stages of the ontogenetic development. It has the most vivid expression at time of 92 being a student. (Mozgovaya, 2002) 93

Thus, a clear sense of balance of personal psychological space boundaries is already enshrined in this age. 94 Expansion of internal boundaries is intended to help students, including emigrants, to understand themselves, unleash 95 their inner self and through it, to reach a new level of interaction with the world and people of other nationalities. This will 96 require the inner freedom, self-reliance and the ability to defend the own point of view without concentrating on the 97 complexity of life situations. 98

It should be noted that an important role in the process of establishing the boundaries of the personal 99 psychological space is played by various supporting structures. Subjective factors affecting the dynamics of integration 100 and adaptation include the personal psychological structure itself. Cognitive organization of a person, which determines 101 the ways of perceiving, thinking, remembering and experience, has a significant influence on the formation of adaptive 102 behavior forms, stabilization of boundaries of personal space under constant stress conditions for the emigrant, which is 103 unfamiliar society with alien linguistic and socio-cultural standards (Khrustalyova, 1999). 104

Formed motivations and values are a great importance for the student-emigrant manifesting in the wish to integrate 105 into the new environment, in the willingness to study new cultural phenomena, commitment to overcome informational 106 isolation and establish socially acceptable relations with the environment (Khrustalyova, 1999). Important subjective 107 factors of adaptation leading to expansion of boundaries of the personal space of a student-emigrant are such personal 108 characteristics as high communicative potential of the subject of communication, availability of intellectual and volitional 109 complex, ability to study, critical thinking, willingness to change the course of individual development, commitment, 110 perseverance, responsibility, self-discipline, self-control; resistance to neural and psychic stress, self-regulation, high 111




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level of disability and vitality. 112 Provided that in the conditions of emigration, especially in the initial stages, there is predominance of highly 113

problematic situations, uncertainty, taking non-standard solutions, the person needs such qualities as creativity, i.e. 114 willingness to change and abandon stereotypes narrowing the personal space boundaries. Also, the speed of habituation 115 directly depends on the migrant's age. Thus, a large effect on the rate of addiction is from the student-emigrant past, 116 socio-economic conditions, social status, professional adaptation and requirements for a new life (Khrustalyova, 1999). 117

In our study we also address the problem of sense and values of the subject. In adolescence they are reassessed 118 and undergo constant development and dynamics, not only by students-emigrants. The development of value and sense 119 sphere is due to the influence of many factors to the emerging personality, but certainly an important role belongs to 120 communication and interpersonal relations permeating all educational space of high school (Belousov, 2006). 121

In early adolescence, the person is in the stage of forming moral concepts of ideological level: the meaning of life, 122 the happiness of man as the highest value; the person individual becomes able to do a moral choice. Assimilating values 123 of the environment in which the student-emigrant is, and adding them to the already existing values by activating 124 motivational forces of the own behavior, the student-emigrant becomes an active subject of social activities (Suroedova, 125 2009). 126 127

Analysis Result 3.128 129 The aim of the study was determining the relation between the values of students-emigrants and the development of their 130 personal psychological space. In the course of empirical study of the formation and development of value and sense 131 sphere of students of the second-fourth years of study (Rostov-on-Don), obtained results revealed not only their 132 dynamics, but also the development of components of the personal space. 133

Students-emigrants of the Psychological Faculty of the second year are characterized by a high level of normative 134 ideals, i.e. all values are estimated by the second year students high enough that characterizes a contradictory and inner-135 conflict orientation of the person. However, the most important ones are security and kindness, social contacts expressed 136 in good relations with the collective, pursuit to self-harmony, goodwill towards loved ones. Thus, it can be said that at this 137 stage the young people have a diffusion of the personal space; it expands, comes into contact and mixes with spaces of 138 other persons. The second year students have yet a personal space without clear boundaries because of the high need 139 for communication, recognition, understanding and interpersonal contacts. 140

The main sphere of life for students-emigrants of the second year is the sphere of "Education and Training". This 141 fact suggests that these respondents identify themselves with students whose task is to train and obtain professional 142 skills and knowledge, i.e. at this stage there is the development of the following components of the personal space: high 143 school as spatial, knowledge and skills as cognitive, student status as role and individual component. 144

Students-emigrants of the Psychological Faculty of the third year pay more attention to the pleasures of life, 145 individual priorities; they have an orientation to selfishness, which is expressed in the dominance and leadership. The 146 most important value at this stage of training is hedonism and achievement. This fact shows that at this stage the focus of 147 the formation and development is on individual and moral component of the personal space. The main spheres of life are 148 "Education and Training", "Professional life". 149

Students-emigrants of the Psychological Faculty of the fourth year are characterized by a high level of normative 150 ideals showing a contradictory and inner conflict orientation of the person. The most significant one is the sphere of 151 professional life. This allows saying that the fourth year respondents pass an introduction to the profession and the 152 identification of themselves with not only the role of the student, but already a professional in their work, with a 153 predominance of the spiritual needs over material ones. That is, there is a further development of such components of the 154 personal space as role and moral ones. 155

156 Conclusion 4.157

158 So, we can say that there is a dynamic of values of students-emigrants of the Psychological Faculty of the second-fourth 159 year; the students' values undergo some transformation in the course of training in the high school. By the end of training 160 (the fourth year) respondents become more helpful, responsible, forgiving than they were in the second year and have an 161 increasing need for interaction with loved ones. The great importance is of friendship and personal well-being. In the 162 fourth year, psychology students-emigrants become more disciplined, polite, restrained, respecting parents and elders, 163 observe the traditions and norms of behavior with a special responsibility. In the course of training in the high school 164 respondents yearly increase values of stimulation, tradition and conformity. Students become more restrained in their 165




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behavior; considerable attention is paid to compliance with social norms and traditions. Human values formed in the 166 process of professionalization become of a great value for the graduates. 167

There is also the dynamics of personal space of students-emigrants. At different periods there are various 168 dominating and transforming components of the personal space. However, it should be noted that values and senses 169 literally permeate all components, becoming a backbone both for the person and the personal space (Suroedova, 2009). 170

Thus, the data of the empirical study presented above showed that human values have a formative influence on all 171 components of the personal space. Values play an important role in the development of all spheres of the person life 172 activities influence the constituent components of the personal space. 173 174 References 175 176 Abramova G.S. (1998)/ Practical course of psychology. Moscow: Ed. center "Academia". 177 Bakhtin M.M. (1996). Collected edition. In 7 volumes / Institute of World Literature named after A.M. Gorky of the Russian Academy of 178

Sciences. – Moscow: Russian dictionary. 179 Belousova A.K. (2002). Self-organization of joint thinking activity /A.K. Belousova, Rostov o/D: Publishing House of the Rostov State 180

Pedagogical University. 181 Belousova A.K. (2006) Sense communication. Communication - 2006: on the way to the encyclopedic knowledge // Materials of the 182

International Conference of the Psychological Institute of the Russian Academy of Education. Moscow, p. 226-228. 183 Levin К. (2000).Resolution of social conflicts. SPb.: "Sensor". 184 Mozgovaya N.N. (2002). Development of ideas about the personal space of pedagogical high school students. Candidate's dissertation 185

by psychology. Stavropol. 186 Mozgovaya N.N. (2010). Personal space as an object of study // News of the Southern Federal University. Pedagogical sciences. No. 187

12. 2010 188 Parygin B.D. (1999). Anatomy of communication. SPb.: Publishing House of V.A. Mikhailov. 189 Pisachkin V.A. (1997) Sociology of the living space. Saransk: MU. 190 Suroedova E.A. (2009). Meanings and sense communication in the educational space // News of the Don State Technical University. 191

V.9. Rostov o/D. 2009, p. 113-122. 192 Hrustaleva N. (1999) Adaptation of immigrants from the former Soviet Union. Psychologist's View // Expat communities. No. 2-3, p.142 193

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