№11/2020

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MarchenkoOleksandr

Lecturer of Public Health Department and Physical Education

National University Ostroh Academy

 

PHYCHOLOGICAL CONDITIONS OF SELF-ACTUALISATION OF PERSONALITY IN SPORTS SECTOR-ВО

The article is dedicated to the issue of professional self-realization of a personality in sport. The purpose of the article is to determine the role of sport in the development and self-realization of a personality. To analyze the self-realization of a personality, a large number of scientific literature of modern psychologists has been looked through. Based on the tasks, the psychological theories on self-realization are analysed, the characteristics of sport as a type of activity is presented. Much attention is paid to the theoretical and methodological reasoning of the problem of the sportsman's self-realization. The need for self-realization is of vital importance for a human. The author points out that providing the conditions for self-realization within the chosen professional activity enables a person to achieve the desired social status and level of satisfaction with life. The problems of the research into personality self-realization in sports are stressed upon. It is noted that self-realization in the sports implies the process and the result of an independent search for the conditions of one's potential development while achieving sports results, which result in growing personally and expressing oneself in an important sphere of activity. The article describes the psychological conditions for professional self-realization in the sphere of sports. It is mentioned that for the successful personal growth of those who have chosen sports, it is necessary to provide conditions for increasing the interest to this activity and practical implementation of the components related to self-realization process. The main psychological conditions for self-realization in sports make up a set of such processes as self-esteem, self-knowledge, self-improvement, self-development, self-organization, development of reflexive and sanogenic thinking, the purpose of which is to discover and develop the capabilities, abilities and qualities of a person to obtain the personal result. The author noticed that some of the indicators of professional self-realization achievement in sports are a professional improvement, achievement of sports results and individual style of the activities. Thus, the professional self-realization of an individual in sports is a complex process, which is considered to be essential for the realization of one's potential in the professional activity and as a result, brings a sense of satisfaction from one's contribution to work. Self-realization integrity of the individual depends on the level of mobilization of his/her inner resources. It is worth noting that the article can cause a broad discussion of the topical issues of athletes' professional self-realization in modern realities.

Keywords: self-realization, self-actualization, professional fulfillment, conditions of self-realization.

 

Onopchenko Iryna Victorivna

graduate student of the department of general and social psychology and ociology,

Lesya Ukrainka Eastern European National University

 

WORKOHOLISM AS A MODERATOR OF INTERACTION BETWEEN EARLY MALADAPTIVE SCHEMAS AND PSYCHOLOGICAL WELL-BEING IN TEACHERS.

Workaholism is a psychological addiction that reveals itself in escaping from reality by focusing on work. Workaholism has been studied for more than fifty years, but not much research has been devoted to the exploration of this addiction among teachers and its impact on the work of a teacher. To be an exemplary educationalist, a teacher needs to work hard and be emotionally involved in their work. This, in turn, requires a large waste of psychological resources and time. More than 60% of teachers work overtime, which is related to both the high requirements for educationalist professionalism on the part of the scientific institution, and the large amount of work that teachers have to deal with. We should not forget that in the conditions of a global pandemic and self-isolation, teachers have to work at home, being in close contact with students and their parents, which further blurs the boundaries between work and other aspects of life of the individual. Thereby, the home space turns into a teacher's workplace, and this, in turn, can become a ground for the formation of workaholism.

This article provides a rationale and empirical research of the interaction of early maladaptive schemes, workaholism, and psychological well-being of teachers.

Workaholism among educationalists can lead to problems with physical and psychological well-being. Workaholics are constantly under stress, which leads to insomnia, irritability, aggression, exhaustion, and problems with concentration.

А battery of three tests was used to conduct an empirical study of the interaction of early maladaptive schemes, workaholism and psychological well-being of teachers: Young scheme Questionnaire, Version 3 (YSQ – S3) in the adaptation of N. Padun, «The Workaholism Facet-Based Scale» in the adaptation of I. Onopchenko, and «Ryff's Scale of Psychological Well-Being» in the adaptation of S. Karskanovoy.

A regressive analysis based on moderation was made to answer the research question about the presence of a moderative effect of workaholism on the interaction of early maladaptive schemes and psychological well-being of teachers. We can conclude that the strength of the correlation between maladaptive schemes and psychological well-being is moderated by workaholism. It is noteworthy that workaholism, like maladaptive schemes, is an independent predictor of psychological well-being, but at the same time workaholism is a positive predictor. We can assume that the negative impact of early maladaptive schemes on psychological well-being is compensated by workaholism. Thus, it provides a form of psychological defense and an effective behavioral strategy caused by a maladaptive schema.

 

Key words: workaholism, teacher, psychological well-being, early maladaptive schemes.

 

Melnyk Iryna Mykolaivna

assistant of the department of psychology and social work

Vinnytsia State Pedagogical University

named after Mikhail Kotsyubynsky

 

PECULIARITIES OF FORMATION OF THE AFFECTIVE COMPONENT OF PROFESSIONAL IDENTITY OF FUTURE PRIMARY SCHOOLS

The article presents the results of an empirical study of the psychological features of the formation of an affective component of the professional identity of future primary school teachers. The dynamics of the development of the affective component of students' professional identity by a set of indicators are considered: general professional self-assessment (evaluation of oneself as a specialist on the basis of comparison with the image of an ideal elementary school teacher); self-assessment of professional (pedagogical) abilities; self-assessment of professional theoretical and practical readiness; self-esteem of professionally important personal qualities; self-assessment of professional efficiency (future professional success); a level of self-respect and acceptance of yourself as a specialist.

Summarizing the results of the study of the dynamics of the affective component of the professional identity of future elementary school teachers has made some conclusions: the overall professional self-esteem of students of all courses is high; students' overall professional self-esteem in terms of verbal techniques at a statistically significant level increases from the first year to the last, which indicates a qualitative change in their professional identity; according to the indicators of the projective methodology of the CTS, the overall professional self-esteem of students at a statistically significant level decreases in the second year and the magistracy stage, which is manifested in the decrease in the emotional appeal of the image "I as a primary school teacher"; in this case, the decrease in students' overall professional self-esteem coincides with the decrease in self-esteem of such components of professionalism as "professional skills" and "professional abilities and inclinations"; students' personal self-esteem remains virtually unchanged throughout the university; At the same time, statistically significant differences are observed between the indicators of general and professional self-esteem, which testifies to the special dynamics of the development of professional identity of future primary school teachers.

 

Keywords: professional identity, affective component of professional identity, professional formation of future primary school teachers.