№11/2020
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Нalуna Нandzilevska,
Doctor of Psychological Sciences,
Professor Department of Psychology and Pedagogy,
National University of Ostroh Academy,
Anastasia Onipchuk,
Master of Psychology, National University of Ostroh Academy
DETERMINANTS OF LIFE-SCIENCES OF SCIENTIFIC AND PEDAGOGICAL WORKERS IN SECTION OF THEIR ACME DEVELOPMENT
The article is devoted to the research of acme development of scientific and pedagogical workers of HEI (scientists). Meaningful life guidelines are highlighted by the main indicator of acme development of scientists, the implementation of instincts and scenarios – indicators of psychological resources and barriers to this process. Using the sense-of-life orientation test (D. Leontiev), which is an adapted version of the «Goal in Life» test by J. Krambo and L. Maholik); the questionnaire of early childhood decisions by S. Maximova, which is a modified version of V. Petrovsky’s methodology «Children’s Thoughts» (adapted in Ukrainian (G. Gandzilevskaya, U. Nikitchuk); V. Garbuzov’s questionnaire and correlation analysis, characterized the peculiarities of realization of life, in particular professional, the potential of scientists in the acmeperiod. It has been researched that, first of all, scientists prefer to construct a goal, its meaningfulness and control over its realization, while the priority in non-scientist is the controllability of life and, as well as in scientists, the emotional richness of life and self-confidence in it are of great importance. Deployment according to the planned plans. The revealed correlation between the indicators of sense-of-life orientation and indicators of dominant instincts and scenarios made it possible to characterize both the resource and the destructive potential of the determinants of life scenarios of scientists for their acme development. Thus, the implementation of the instincts of research, dominant libertophilic types, and for constructing and comprehending goals in the life of 20-37 years of the «Do not belong to the group» that determines the instincts of the research type, and of «Hurry» in the second age gap are distinguished in this process. acmeperiod. Psychological barriers of scientists in the acmeperiod highlighted such scriptural prescriptions as «Be strong», «Be perfect», «Do not be, do not live», «Celebrate others», «Do not be the first», «Do not grow closer».
Key words: acme development, scientific and pedagogical staff, instincts, scripts, acmeperiod, determinants of the life scenario.
Anastasiya Ukhanova
PhD in Psychology, Associate Professor
Odessa II Mechnikov National University
ADOLESCENTS’ internet addiction and psychosomatization MODERATE THE INTERRELATIONSHIP BETWEEN STRESS AND RISK BEHAVIOR
This article is an empirical study that was conducted to study
the possible moderating role of adolescents’ internet addiction and psychosomatization in the interaction between stress and risk behavior. The total sample of the study was 615 people. The final sample size included 589 people. The study was conducted in secondary schools of Odessa (only 10 secondary schools). The respondents’ average age was 14,866 years (SD = 1,107 years). Were covered different types of schools: public schools, gymnasium, lyceum, college and boarding school. In our study, we analyzed the issues of objective and subjective feelings of stress and adolescents’ risk behavior.
Engagement in behaviours deemed as ‘risky’ is relatively common by the time young people reach 15 years of age. Frequent and/or multiple involvement in several types of risk behaviour may pose a more significant threat to health and well-being, as well as being associated with sustained involvement in risk behaviour into adulthood. This is especially the case when adolescents engage in more than one harmful behavior.
According to M. D. Selekman, there is a logical dimension to their provocative, intimidating, troubling self-destructive and destructive behaviors. For many adolescents, their high-risk behaviors have served as gifts, resources, and attempted solutions to help them to cope with individual, family, and social stressors in their lives. It is no surprise that they gravitate toward particular behaviors that work for them. M. A. Terzian and colleagues approve that prevention efforts traditionally have taken a targeted approach, seeking to prevent a single risky behavior. A more powerful and cost- effective approach may be to employ strategies designed to address factors associated with multiple risky behaviors.
Analysis of the literature showed that the problem of adolescents’ risk behavior is still not fully explored in Ukraine.
We have suggested that objective and subjective stress can influence adolescents’ risk behavior. In turn, the adolescents’ internet addiction and psychosomatic disorders can change that influence, making it stronger or weaker.
Thus, the purpose of this work was to study the moderating effect of adolescents’ Internet addiction and psychosomatic disorders on the impact of objective and subjective stress on adolescents’ risk behavior.
To achieve the goal, the following tasks were defined:
1. To analyze modern theoretical and methodological approaches to the problem of adolescents’ risk behavior.
2. To establish a relationship between Internet addiction and psychosomatization of high school students.
3. To identify relationships between Internet addiction and psychosomatization with adolescents’ risk behavior.
Prospects for further research in this direction are the study of other factors that may have a moderating effect on the impact of stress on adolescent risk behavior.
Key words: adolescents, negative life events, perceived stress, risk behavior, moderation models, internet addiction, psychosomatic disorders.
Yuliia Khaliavka,
Chief forensic expert at department,
IT research Cherkassy SRFC MMIA of Ukraine
Anna Tulvinska,
Forensic expert at department,
IT research Cherkassy SRFC MMIA of Ukraine
SPEECH RESEARCH IN PSYCHOLOGICAL FORENSIC EXPERTISES (EXAMPLE RESEARCH THE COMMUNICATIVE ACTIVITY OF A PERSON THAT WAS RECORDED IN A VIDEO)
A forensic examination provides an investigation and a court with additional information which is considered to be provable and essential for proceedings and can not be extracted from other sources. The forensic psychological evaluation is supposed to be one of the most complicated. It is a psychological assessment, which requires high professional skills, moral and personal qualities while passing judgment in criminal, civil, administrative trials, etc. To solve the issues of evidence, exercise psychological pressure on the person, who reports about the circumstances investigated during the proceedings, the method of a forensic psychological evaluation of the communicative activity of a person, recorded in the video, is applied. In the midst of a psychological examination an expert analyzes respondent’s language and communication and discovers facts which are necessary for further work. The success of an examination depends on psychologist`s skills to take these facts into account.
The effectiveness of an expert examination, made by a psychologist from a respondent`s communicative activity, directly depends on the language and communication analysis. Language can not be studied apart from a person and it includes personal individual-psychological peculiarities.
The results can be applied in the expert performance by psychologists in respondent`s communication analysis.
As a consequence, the forensic psychological evaluation is supposed to be one of the most complicated. It constantly develops and enhances due to the new methods and techniques which are used in its examination. The forensic psychological evaluation resolves a number of important issues, in particular, determines the peculiarities of the communication activity recorded in the video. To determine them, the technique of a forensic psychological evaluation of the communicative activity of a person, recorded in the video, is used.
A psychologist in the analysis of the language and communication is guided by this method and their own knowledge. When revealing the nature of respondent`s communication it is necessary to take into account the individual-psychological features of a person.
A complete analysis by a psychologist of the respondents` language and communication is a background for the value of the entire study.
Key words: psychological assessment, language, expert, communication, psychological examination.
Bulavina Olena,
PhD of Economic Sciencee, Assistant of Professor, Department of Pedagogy and Psychology, Kyiv National Economic University named after Vadym Hetman
PERSONAL POTENTIAL OF ENTREPRENEURIAL ACTIVITY: FORMATION OF ECONOMIC THINKING AND COMMERCIAL INTELLIGENCE IN THE CONDITIONS OF THE DISCIPLINE “PSYCHOLOGY OF ENTREPRENEURIAL ACTIVITY”.
Scientific problem and relevance of the study. Changes in the world, challenges to the modern society cause the attention of scientists to the sciences that are at the boundary between the branches of knowledge. Thus, along with the development of entrepreneurship in the independent direction, “Psychology of entrepreneurial activity” with its special tasks has been identified. The image of a successful person is associated, more frequently, for contemporary youth, with a billionaire businessman, not the top manager, but the founder, owner, and face of the company. The success of an entrepreneur is connected, first and foremost, with much money, and secondly, with the presence of unique traits of character, special abilities, even talents. Active discussions of scientists and practitioners about the components of the personal potential of entrepreneurial activity, different approaches to its interpretation confirm the relevance of the chosen topic of study and cause its logical continuation in the direction of identifying psychotechniques which would ensure effective formation of cognitive processes, first of all, economic thinking and, therefore, commercial intelligence.
The purpose of the study. The purpose of the study is to: analyze the main components of the personal potential of entrepreneurial activity; substantiate the connection between economic thinking and commercial intelligence and prove the need for their formation, especially in the context of the University of Economics; define effective psychotechniques by having tested them in the conditions of the discipline “Psychology of entrepreneurial activity”, and argue the necessity of their implementation in professional training of students in order to ensure the formation of professional competence of both students-economists and students-psychologists.
Study methods. A wide variety of qualitative and quantitative research methods were used to perform effective scientific research: analysis and synthesis, surveys, interviews, questionnaires, scientific substantiation, and generalizations, methods of statistical analysis and data processing.
The main results. During the study the author obtained the following results. Future entrepreneurs consider that such personal characteristics as critical thinking, creativity, purposefulness, risk readiness and stress resistance are the most important for successful entrepreneurial activity. They coincide completely with the traits that cause the emergence of “billionaire effect” and they are components of personal potential of entrepreneurial activity. Entrepreneurial activity starts with identifying own motives and incentives to exercise – it is the result of the work of cognitive processes, especially thinking. Next, the person formulates goals and objectives, defines the means and resources of realization: the circle of consumers, ways of financing, marketing strategy, whereby, these ideas should be creative and innovative, and thus, the person begins to analyze the strengths and weaknesses of his idea, calculate the costs and possible profits, the benefits and losses of decision making, see alternatives, that is, specific thinking turns on, distinct from the ordinary one – economic one, which can be formed both empirically and scientifically. And education, especially economic one, has a significant place in this system, because it, in addition to its deep theoretical basis, is able to exert a significant influence on the formation of thinking skills and commercial intelligence. The starting point may be to explore the modality of thinking, as well as its related mental skills due to the creativity and logics of thinking. Testing results among students in 2018-2020 have confirmed that the modality of thinking does not guarantee a high level of formation of relevant abilities and mental skills, but medium and high level of formation of both abilities are observed in conditions of balanced modality. In addition, in the case of the latter, there have been more students with internal (new knowledge, opportunities, good work in the future, status in the group and praise of the teacher) and mixed motivation to learning when the internal factors of motivation are supported by external ones (in the case of other modalities of thinking, such motivation is not fixed). Thus, despite the initial modality of thinking, stimulation of the harmonious development of the mental skills of both hemispheres of the brain, strengthening the connections between them can be carried out with the help of special psychotechniques, methodologies and methods which help to achieve a balanced modality of thinking, which will improve productivity and efficiency in economic thinking, and cause the formation of productive commercial personality intelligence and success in entrepreneurial activity.
Area of use of the results. The results and conclusions obtained will be useful and interesting to economic and social psychologists who provide counseling and psychological support to entrepreneurs; teachers of the discipline “Psychology of entrepreneurial activity”; young scientists and students with a view to personal growth.
Conclusions. Personal potential of entrepreneurial activity is a synergistic combination of personal and professional qualities, psychological properties of the entrepreneur. They determine the success of entrepreneurial activity. The main component that provides the uniqueness of personal potential is the economic thinking of the entrepreneur (as a kind of professional thinking), which, in turn, shapes the commercial intelligence of the subject of entrepreneurial activity. The implementation of psychotechniques, methodologies and methods (into practice) that influence the formation of balanced modality of thinking (opportunity equivalent to use the mental skills of both hemispheres of the brain), will increase the efficiency of economic thinking and productivity of commercial intelligence. It is the formation and development of mental process and properties that should become the starting point for the formation of professional competence of graduates of economic specialties, as well as, the main tasks of economic and social psychologists and “Psychology of entrepreneurial activity”.
Keywords: psychology of entrepreneurial activity, personal potential of entrepreneurial activity, economic thinking, balanced modality of thinking, commercial intelligence.
Ernest Ivashkevych,
PhD in Psychology, Lecturer of the Department of
Practice of English, Rivne State University of the Humanities, the translator
THE FORMATION OF MOTIVATIONAL DOMAINS OF STUDENTS – FUTURE TRANSLATORS
It was shown that if we took into account the positions of Cognitive Psychology, then the professional formation was directed, first of all, at a specialist in the paradigm of cross-cultural space. Therefore, the professional formation of a future specialist is, first of all, a process of forming a student as a Person of general and professional culture, which ensures his/ her general functioning in the surrounding world and the space of our professional activity. In this article the professional development of future translators is considered from the standpoint of Cognitive Psychology. So, it is a process of forming the person’s personal and professional position of the individual, taking into account the diversity of subjective and objective factors, which involve the implementation of strategies for managing the personal resources which are necessary for professional activities on the professional level. It was noted that the professional development of the future interpreter also involved the formation of personally significant position, which was understood by us as a system of dominant values- semantic attitudes of a specialist to the socio-cultural environment, of himself/herself and his/her activities.
Materials and methods. The following theoretical methods of the research were used to solve the tasks: categorical, structural and functional methods, methods of the analysis, systematization, modeling, generalization. Empirical methods were: the method of observation, testing, which were used for a deeper, holistic study of the problem of formation of motivational domains of students – future translators.
Motivation of learning activity is considered by us as a complex, multi-component and multi-stage process in which the volitional, cognitive and emotional structures of the individual are actualized. The motivational sphere of students is provided with motives of different content, from the desire to become a highly qualified specialist and ending with the desire not to upset their parents. It should be emphasized that quite often the distant perspective gives rise to deep and fully realized motives for learning. Also the most important is a person’s attitude to his/her activity, and, accordingly, how he/she performs the process of the activity will largely be determined by how far the specialist sees the prospect of the tasks that lie before him/her.
To assess the formation of students’ motivational sphere we used four groups of motives: 1) educational and cognitive motives (passion for studying a foreign language, translation activities, passing a foreign language qualification exam at B2 level or higher); 2) professional motives (acquisition of foreign language professional communicative competence, desire to become a highly qualified specialist); 3) motives for social identification (to achieve respect from teachers, to keep up with classmates in the learning outcomes, to avoid condemnation and criticism for poor learning by adults and socially significant people); 4) utilitarian motives (desire to work abroad, to improve their financial position through learning a foreign language, acquiring translation skills, constantly receiving a scholarship).
The analysis of the results of the questionnaire made it possible to identify the main motives of students’ readiness for the performance of educational activities. They are characterized by the presence of motives with both near ones and farperspective motives. These are educational and cognitive motives, professional ones, social identification motives, utilitarian ones.
Key words: motivation, motivational domains, Cognitive Psychology, professional formation, personal and professional position of the individual, value-semantic relations.
Ihor Pasichnyk,
Doctor of Psychology, Professor, Rector,
National University of Ostroh Academy
Olha Tkachuk,
Teacher in the Department of Psychology and Pedagogy,
National University of Ostroh Academy
REFLECTION AND DECENTRATION AS FACTORS OF THE ILLUSION OF KNOWLEDGE
The article deals with theoretical and empirical analysis of the concepts of reflection, decentration, metacognitive involvement in activity. A training program aimed at developing these characteristics is described. The effectiveness of the program in the direction of eliminating the manifestations of the illusion of knowledge is analyzed. The concept of decentralization as a mechanism for overcoming self-centeredness is considered in the context of processes of socialization, cognitive and moral development. The overconfidence index we used showed that most students tend to overestimate their knowledge (since the indexes are higher than 0). Obviously, overconfidence is a negative phenomenon in the learning process, as it encourages students to be less responsible in learning information. Since there are no significant differences between the indicators in these groups, it can be concluded that the results of the empirical study are reliable. After the trainings, the indicators of illusion of knowledge differed on a statistically significant level in the control (Mcontrol = 0.43; SD = 0.552) and experimental (Mecperimental = 0.01; SD = 0.344) groups. This indicates that the program we have selected is effective in reducing the manifestation of undue confidence in the process of information assimilation. As a result of our research, we have reduced the manifestation of the illusion of knowledge through a series of training sessions that have developed reflection, metacognitive involvement and decentration. It has been found that the training program has a positive impact on the development of these characteristics and reduces the manifestation of the illusion of knowledge. Our study is not exhaustive, but involves further study of the factors and conditions of leveling the illusion of knowledge in the educational process.
Key words: metacognitive monitoring, reflection, decentration, illusion of knowledge.
Irina Kompliіenko,
a leading law expert of «State institution
Center for Mental Health and Monitoring of Drugs
and Alcohol of Ministry of Health of Ukraine»
PSYCHOLOGICAL FACTORS OF MALADAPTIVE RELATIONSHIPS BETWEEN A PARENT AND A SENIOR PUPIL IN THE INCOMPLETE FAMILY
The article deals with the problem of analyzing maladaptive child-parent relationships. The purpose of this article is to investigate the problem of maladaptive relationships between one parent and a senior pupil in the incomplete family, and to identify the psychological factors according to such relationships.
Materials and methods. The following theoretical methods of the research were used to solve the tasks of this research: categorical, structural and functional methods, methods of the analysis, systematization, modeling, generalization. Empirical methods were: observation method, method of interviews, which were used for a deeper, holistic study of the problem of maladaptive relationships of parents and senior children; psychological and pedagogical experiment in the form of a pilot research (to find out the number of complete and incomplete families, their characteristics).
It was stated that it was important to take into account the type of family, the characteristics of inter-family relationships, and the type of parental attitude to the child. It was emphasized that conflicts of a senior pupil with adults should be analyzed taking into account the age characteristics of children. It is necessary to take into account the peculiarities of the socio-cultural environment in which the senior student is located, the influence of this environment, in particular, on the use of psychoactive substances by pupils.
In recent years in our country the number of divorces has been increased in the context of a simultaneous decrease of the number of marriages. Demographics estimate that more than a half of men and women break their lives over the course of their lives: on average, two of each three registered marriages are broken up. More than 60% of divorces are for young families who have lived less than for 5 years.
Most often, the family is left without a father. We organized a sociological survey during 2015-2016 on a representative sample of senior pupils (6000 people). We asked schoolchildren, “Does your family have a father and a mother, are your parents divorced or are they not living together?” Of all senior pupils 47% said that their family was incomplete. From 53% of all respondents left, 45,5% said that their parents (both or one of them) had already the second or the third or more family. And only 7,5% of senior pupils claimed that their parents had their first marriage. Of all incomplete families, 18% have children living with their father and 82% – with their mother.
The psychological factors of maladaptive relationships of one parent and a senior pupil in the incomplete family were identified: unhealthy, conflict situation in the family; the situation of divorce, which significantly exacerbates all negative characteristics of the spouse, actualizes the atmosphere of mutual hostility, hatred, image and mutual accusations, which in a great degree affect the child’s worldview, his/her ethical and moral beliefs, attitudes, wishes; poor mental and (or) physical condition of a female mother; negative family experience of a mother; negative conditions for co-existence (or the existence of slight degree) of the influence of the man in the family (including the male authority).
Key words: maladaptive child-parent relationships, a type of the family, the incomplete family, inner-family relations, conflicts, conflict situation, negative family experience.
Irina Valitova,
PhD in Psychology, Associate Professor, Professor at the
Department of Social Work,
Educational Institution
“Brest State A.S. Pushkin University”, Belarus
MOTHER’ RELATION TO AN EARLY AGE CHILD WITH DEVELOPMENTAL DISORDERS DEPENDING ON THE CHILD’S SEX AND ROLE FEATURES
The sex-role position of a child with developmental disorder plays an important role in the process of family’s adaptation to disability. The literature provides evidence of the favourable influence of a healthy child in the family on both the mother and the relationships in the family; the differences in the gender selectivity of parents in the upbringing of girls and boys, including the presence of children with developmental disorders, are established.
Main results of the study. The study found that mother’ relation to an only child on most indicators does not differ from her relation to a child who is one of the siblings in the family. Mothers rate the child equally on the health, intelligence, beauty, character and happiness scales, regardless of the child’s position in the family. Mothers rate themselves equally on all scales, regardless of whether they are only mothers of a child with a developmental disorders, or they also have normally developed children.
There are some differences in the maternal relation to the only children compared to non- only children. In relation to their only child mothers accept unconditionally of their child and are more sensitive to it. This data corresponds to the idea of high significance of the first child for a mother.
The mother’s relation to boys and girls does not differ in all the studied parameters, which can be explained by the implementation of the mother’s role content in relation to a very young child, the main component of which is responsibility and care.
The data obtained do not quite correspond to the expected results. This can be explained by the fact that a mother perceives her child as different from other children, and therefore not so much the youngest or middle among the children in the family, as the only one. The order of birth of a child and its gender, being objective and emotionally neutral characteristics, acquire sense for the mother and therefore play the role of individual factors in the formation of maternal relation.
Key words: early age, children with developmental disorders, maternal relation, the only child, the order of children birth, boys and girls.
Iryna Melnyk,
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.
Key words: professional identity, affective component of professional identity, professional formation of future primary school teachers.
Iryna Onopchenko
Graduate Student of the Department of General and Social Psychology and Sociology,
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.
Svitlana Derevianko
PhD (Candidate of Psychological Sciences)
associate professor, Department of General, Developmental
and Social psychology
Yulia Prymak
PhD (Candidate of Psychological Sciences)
associate professor, Department of General, Developmental
and Social psychology
Irіna Yushchenko
PhD (Candidate of Psychological Sciences)
associate professor, Department of General, Developmental
and Social psychology
T.H. Shevchenko National University
"Chernihiv Colehium"
ARTIFICIAL INTELLIGENCE AND EMOTIONAL ARTIFICIAL INTELLIGENCE AS PHENOMENA OF MODERN COGNITIVE PSYCHOLOGY
The problems of artificial intelligence and emotional artificial intelligence require detailed study in the face of increasing danger of human functioning in the modern information space, increasing the requirements of society for its emotional and cognitive capabilities. Studying these issues will help to form ideas in society about the likelihood of enhancing a person’s emotional competence by means of his interaction with intellectual systems that are tuned for emotional interaction with another object.
The purpose of the study was to attempt to theoretically substantiate the feasibility of using the term “emotional artificial intelligence” in modern science and to show the practical significance of this phenomenon in human life. During the research, the methods of theoretical analysis of scientific sources on research problems, their systematization and classification, generalization of analyzed data were used.
By comparing the characteristics of natural and artificial intelligence (analysis of information, ability to reflect, capability to learn, ability to self-learning, understanding language, recognition of emotions) their main distinctive features are determined: human intelligence and artificial intelligence differ significantly in the results of their functioning (the human spectrum can detect ability, and the machine – their greater intensity) and motivational aspirations (meaningful actions in humans).
The basic approaches to the study of emotional artificial intelligence are distinguished by the analysis of literary sources: analytical (based on the ability of machines to analyze human emotions) and synthetic (thus emphasizing the ability of machines to synthesize various emotional abilities). Based on the data obtained, the definition of emotional artificial intelligence is formed – intellectual systems that are capable of recognizing human emotions, interpreting them, and responding appropriately to them.
Data indicating that, in the practical sense, emotional artificial intelligence is the most promising in the social and medical fields are presented. Modern social robotics is equipped with auxiliary means for the interaction of emotional robots with the disabled, the elderly. Sensitive bracelets, sensory systems and various neuro-devices are used for the purpose of emotional self-recognition and training of emotional self-management skills.
It is noted that due to the high material costs, the use of emotional artificial intelligence is now available only to a limited number of people, and so far makes it impossible to use most of the developments in this field to a wide range of consumers.
The research results can be used in the field of cognitive psychology as a means of expanding the information base of one of its important sections on artificial intelligence. The concept of emotional artificial intelligence is science-based and can be introduced into the thesaurus of modern cognitive psychology.
Keywords: artificial intelligence, emotional artificial intelligence, natural intelligence, emotion recognition.
Liudmyla Bondar,
PhD in Psychology, Associate Professor at the Pedagogy and Psychology Department of Professional Education, National Aviation University
Natalia Lytvynchuk,
Senior Lecturer at the Pedagogy and Psychology Department of Professional Education, National Aviation University
MOTIVATION OF STUDENTS’ LEARNING ACTIVITIES AS A LEADING FACTOR IN THE TRAINING OF FUTURE SPECIALISTS
Creating an effective system of training qualified specialists is relevant at the present stage of higher education. The motivation of students’ learning activities plays a significant role in solving this problem.
The main purpose of the article is to conduct a theoretical analysis of scientific publications on this issue and study the learning motivation of fourth-year students of the educational and professional program “Practical Psychology” using the following methods, namely: “Study on the motives of students’ learning activities” (A.O. Rean, V. O. Yakunin), “Methodology for diagnostics of students’ learning motivation” (A.O. Rean, V.O. Yakunin in the modification of N.Ts. Badmaieva), “Motivation for studying in a higher educational institution” (T.I. Ilyina).
As a result of the presented research on the methodology for studying the motives of students’ learning activities by A.O. Rean and V.O. Yakunin techniques, it was clarified that the following motives turned out to be dominant for students: getting a degree (diploma), educational and cognitive (acquiring deep and sustainable knowledge, obtaining intellectual pleasure) and professional (the desire to become a highly qualified specialist, ensuring the success of future professional activities). Thus, the majority of students emphasized the importance of obtaining their degree (diploma), that is, the dominance of the formal external sign of educational activities. In the authors’ opinion, the choice of such a motive cannot provide the students with motivation and activity in the learning process.
According to the method “Diagnostics of students’ learning motivation” (in the modification of N.Ts. Badmaieva) proposed by A.O. Rean and V.O. Yakunin, the significant motives for students appeared to be: communicative, professional, social, learning, cognitive and the possibility of creative self-realization. It is not surprising that students-future practical psychologists define communicative motives as the most essential owing to their connection with the peculiarities of the professional activities of the practical psychologist.
The choice of professional motives indicates that students strive to become qualified specialists, knowing the significance of the chosen profession and considering it as a way of realizing themselves as individuals.
The study conducted with the use of T. I. Ilyina and A.O. Rean method determined the following results: the dominant motives for students are considered acquiring knowledge and getting a degree.
Based on the foregoing, it can be concluded: the learning motivation is a set of motives encouraging students to study and affecting their activity in the training process. The effectiveness of students’ learning activities, as well as their ability to master professional competencies, depend on the motivation structure and leading motives. Motivation is not constant, and this should be taken into account for understanding the hierarchy of motives of students’ learning activities and the possibility of influencing on them.
The authors consider that learning and professional motives are decisive for the vocational training of future practical psychologists since they provide conscious and active involvement of students in the learning process, as well as the need for knowledge acquisition and professional development.
Key words: motivation; motives; learning activities; students’ learning motivation.
Maria Sugai,
PhD in Psychology,
Associate Professor,
Department of Psychology and Pedagogy,
National University of Ostroh Academy
Vitalii Medvediev,
Master’s Degree in Psychology,
National University of Ostroh Academy
PSYCHOLOGICAL RESOURCES FOR IMPLEMENTING THE PROFESSIONAL SCENARIO OF PSYCHOLOGIST JORDAN PETERSON THROUGH THE LENS OF PSYCHOLOGICAL BURNOUT
The article updates and partly characterizes the main substantive features and semantic content of the concepts of “psychological burnout”, “life scenario”, “psychological resources”, “stress response” in the context of the professional scenario of psychologist Jordan Peterson. It is found that the research of psychological burn-out of the practical psychologist in modern domestic and foreign psychology is marked by a variety of approaches, analysis of innovative technologies, methods, and tools aimed at expanding its professional consciousness. The factors, causes, stages, indicators of the development of psychological burnout of a person, which negatively affect its psycho-physiological health, are conducted on the basis of the facts of professional activity and the life scenario of J. Peterson.
“Psychological burnout” syndrome is a stress reaction that occurs as a result of long-term occupational stress of medium intensity. Psychological burnout is the end result of a set of factors: the environment in which a person works, education, characteristics of the institution, specific people, and personal moments.
The syndrome consists of a three-component structure. «Intension» - a mental phenomenon that manifests itself in the following symptoms: experiencing traumatic circumstances; self-dissatisfaction; anxiety and depression. “Resistance”, which manifests itself as follows: inadequate selective emotional response; emotional and moral disorientation; expanding the scope of saving emotions; as well as the reduction of professional responsibilities. “Exhaustion”, which is manifested in the following symptoms: emotional deficit; emotional alienation; personal alienation (depersonalization); psychosomatic and psychovegetative disorders.
Significant indicators are on the following scales: neuroticism, depression, spontaneous aggression, shyness, emotional labiality, etc.
An analysis of the scientific psychological literature shows that the process of psychological burnout has not been studied enough. In particular, it needs additional substantiation of professional scenarios of well-known domestic and foreign thinkers. The article is devoted to this issue.
Keywords: psychological burnout, psychological stress, emotional exhaustion, occupational stress.
Mykyta Panov,
PhD in Psychology, Assistant Professor,
Assistant Professor of the Department of Special Pedagogy and Special Psychology, Municipal Institution of Higher Education “Khortytsia National Educational Rehabilitation Academy” of Zaporizhzhia Regional Council
SOCIO-PSYCHOLOGICAL ASPECTS OF REALISING PROFESSIONAL READAPTATION OF A PERSON (OVERVIEW OF HR SYSTEMS AND SOCIAL PROGRAMMES)
The article reveals the HR systems and social programmes in terms of their social and psychological resource of influence on the professional re-adaptation of the internally displaced persons and the unemployed. The purpose of the study was to determine the social and psychological factors of professional re-adaptation available in current HR systems and social programs.
The meta-analysis method was applied. This study lasted from September to December of 2019 and was based on the recommendations of J. Sanchez-Meca & Marín-Martínez for a procedure for psychological research and was based on the stages which are as follows: 1) determining the purpose of the study; 2) study of scientific sources; 3) search for relevant literature; 4) coding (selection) of sources; 5) generalization and interpretation.
It has been found that the capabilities of an occupational re-adaptation of a person under the influence of the requirements of the personnel system (policy) through psychological and socializing resource is considered by companies as an integral component of professionalism of an employee and manifests in his / her willingness to reformat and upgrade their professional skills in a short while. And, nowadays, companies are increasingly recruiting not “experienced professionals”, but those who are easily reconfigured for a new format of work, ready to study constantly – that is a mobile specialist. Social programs make extensive use of resources to optimize a person’s level of professional maturity, their ability to autonomously use their own intellectual, informational and psychological resources to perform professional tasks. Within the programmes, individual-tailored optimistic and pessimistic scenarios for solving professional inclusion situations are being developed. This confirms that social programs of professional re-adaptation of the person have a considerable social and psychological resource of influence in case of necessity of reintegration of persons with a certain status in civil professional life.
It has been proved that HR systems and social programmes can be considered effective for providing professional re- adaptation of the individual through the activation of social-psychological aspects such as self-awareness, self-affirmation, and self-education. Impact tools used in certain HR systems and social programs provide positive disintegration for the individual followed by the secondary integration of the employee or the attendee’s personal structure, but at a higher level of development, which makes the individual less dependent on external influences and activates their adaptive potential to self-improvement.
Key words: professional re-adaptation, personality, HR systems, social programmes.
Nadiia Kogutiak
PhD, Assistant Professor, Department of Social Psychology and
Developmental Psychology,
Vasyl Stefanyk Precarpathian National University
Volodymyr Mytsko
PhD, Assistant Professor, Department of Professional Education and
Innovative Technologies
Vasyl Stefanyk Precarpathian National University
BEHAVIORAL INDICATORS OF ATTENTION TO EMOTIONS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS
Scientific studies show that a lack of spontaneous social attention (attention to human behavior) leads to a further deficit of the emotional response of the observer. This issue raises interest in the ability of children with autism spectrum disorders to focus on expression, which could precede the learning of emotional literacy. Thus, the purpose of the study is to identify typical behavioral indicators of attention to emotions and relevant expression during multiple video views (cartoons) of children with ASD and neurotypical development.
Research Methods. To ensure the objectivity of the observation results, we applied a video recording of the child's behavior while watching the videos three times. After selectively viewing videos on children's behavior while watching cartoons, three child psychology experts agreed on basic behavioral criteria for attentive emotions (observation units). Based on these criteria, they subsequently carried out an independent analysis of the video files. For the study we selected cartoons (duration of 11 and 180 seconds) with bright displays of emotional experiences: fear, sadness, compassion, joy.
The observation scheme included the study of the expression of emotions, mood changes during video clips, relationships with adults, the ability to follow (relevance of emotional manifestations during watching), concentration of attention (duration and switching). The results were analyzed using mathematical statistics methods and allowed us to generate quantitative and qualitative typical behavioral indicators of attention during repeated video clips (cartoons) of preschoolers with ASD and neurotypical development. Qualitative indicators were presented by three determinants: communicative, interactive, and self-regulatory. In the group of children with ASD, there was a tendency to improve the majority of indicators in all three determinants at the second revision, as opposed to the group of children with neurotypical development, where the highest rates were observed at the first revision. This tendency to look carefully at emotional displays when watching cartoons can be useful for social and emotional learning of children with ASD, as it suggests the optimal number of repetitions of emotional stimuli. Also, this may indicate that the effect of habituation on re-stimulation in children with ASD begins later (in particular, at the third watching), unlike children with neurotypical development.
Keywords: social attention, behavioral indicators, emotional development of children, expression, autism.
Nataliia Hromova
PhD in Psychology, Associate Professor
National Academy of Security Service of Ukraine
STUDENTS’ FOREIGN LANGUAGE ANXIETY FACTORS AND COPING STRATEGIES
The problem of coping with students’ anxiety during foreign languages acquisition has always been connected with the student’s personality, the teacher’s personality and classroom management organization peculiarities. In scientific psychological literature foreign language anxiety is described as a basic emotion caused by different situational factors and their combinations, as students’ negative reactions to learning foreign languages and connected to their personal traits.
The article deals with the analysis of students’ foreign language anxiety problem. The aim of this study is to determine the commonest student’s foreign language anxiety factors and to make a list of anxiety coping strategies for teachers of foreign languages.
Findings of national and foreign researchers in the field of language anxiety were analyzed and compared. The students’ responses to the questionnaire on foreign language anxiety factors were collected and the commonest factors were defined. Foreign language anxiety factors were arranged into three groups: personality, situation-specific and classroom organization factors. They may lead students to fear of making errors and damaging their reputation.
The students’ questionnaire results allowed enlisting the most anxiety-related activities within the classroom which make students feel apprehended and willing to avoid them: taking tests, delivering a presentation or a speech, taking part in discussions. Among the real life social activities small talk, speaking to foreigners in the street and having a job interview were admitted as the most stressful ones.
The analysis of foreign language coping strategies mentioned in scientific resources was held and both advantages and disadvantages of each method were noted which constitutes the novelty of the study. The foreign language anxiety coping strategies for teachers were created and include creating beneficial atmosphere for effective cooperation, thorough selection of situations for conversation which can facilitate social communication in real life, constructive error correction by the teacher and their natural origin discussion. It is considered relevant to make up a set of techniques for students to cope with foreign language anxiety.
Key words: coping, factor, foreign language anxiety, personality, situation-specific.
Nataliia Hupavtseva,
PhD in Psychology, Professor’s assistant of the
Department of General Psychology and
Psychological diagnostics, Rivne State University of the Humanities
THE FACILITATIVE APPROACH FROM THE POINT OF VIEW OF COGNITIVE PSYCHOLOGY
Therefore, the facilitative approach emphasizes that a person contains remarkable resources for self-knowledge, change of one’s self-concept, purposeful behavior, and complete mastery of these resources becomes possible only if a positive microclimate is created in a social group, that the phases will foster the formation of psychological settings.
The using of the word of foreign origin “facilitation” is explained, first of all, by the fact that it has been included into the psychological and pedagogical conceptual paradigm since the second half of the 20th century, and we understand it as providing assistance to the person, to the client.
Materials and methods. The following theoretical methods of the research were used to solve the tasks: categorical, structural and functional methods, the methods of analysis, systematization, modeling, generalization.
The reform of the educational system should be based on the restructuring of the constant personal preferences of a teacher, which are exploited in the processes of his/her interpersonal interaction with pupils. The scientist identifies three basic directions of the teacher-facilitator. The first is “truth” and “openness”; the second instruction is described in terms of “acceptance” and “trust”; and, finally, the third attitude correlates positively with “empathic understanding”.
It was proved that if teacher adhere to those guidelines (or accept them as personally significant), we would have to deal with a special interpersonal (group) process that would lead to significant personal changes in the process of communication of participants.
The process of facilitation at the process of studying cannot be understood in a simplified way. Involvement in the activity and learning consciously are quite different things. The action, if it is imposed by a team of methodologists and teachers is carried out under pressure on a pupil, then it is perceived out of any sense as a so-called “temporary” need.
In Cognitive Psychology the following attributes of the person are: his/her consciousness and activity; attributes of the person’s psyche – subjectivity, activity, adaptability; attributes of the consciousness – experience, knowledge and attitudes; activity attributes – activity, awareness, commitment, motivation and so on.
Consequently, the concept of “facilitation” reflects conscious and purposeful activity as a phenomenon peculiar to the teacher at the first place. Thus, it is possible to distinguish the attributes of facilitation: 1) the activity; 2) the subject of the activity; 3) the functions of the subject; 4) functions of the activity; 5) motives of the activity; 6) the purpose of the activity;7) ways of performing the activity; 8) the subject of the activity; 9) methods of realization of the activity; 10) means which are relevant to the implementation of the activity; 11) the result of the activity.
Thus, the components of facilitation were identified. The first component of facilitation is authenticity, “naturalness”, sincerity of the person. The more the teacher is “personal” or “subjective” in relationships with the students, the less he/ she will try to “fend off” from the pupils, the more degree is that the students will strive for constructive personal change. Authenticity (or “naturalness”) means that the teacher is openly “living” the feelings and attitudes that take place in the moment of cognitive activity and interpersonal interaction.
Another component of facilitation is congruence. If in a case of empathy we are talking about empathy with another person’s emotional state, then in the case of congruence it is about experiencing his/her own feelings, about people’s openness to themselves and to other individuals. Congruence is understood as authenticity, openness, honesty; we consider this quality as necessary and sufficient condition for effective interpersonal contact and mutual relations (also with empathy and unconditional positive acceptance).
Another component of facilitation is empathic understanding. The latter implies that the teacher quite accurately perceives the feelings, personal meanings experienced by the student, and begins to communicate with him/her in terms of a complete understanding. Ideally, the teacher penetrates so deeply into the inner world of the other that he/she can not only grasp the meanings of another person, but also capture them, and in addition, can capture the meanings that are fixed inside the context. Consequently, facilitative interaction is a rather specific, active kind of transition of behavioral patterns into stable sense structures that provide a change in the personality of both the student and the teacher.
Key words: the facilitative approach, Cognitive Psychology, self-knowledge, functions of the activity, motives of the activity, the purpose of the activity, ways of performing the activity, the subject of the activity.
Natalya Karhina,
PhD in Psychology, Associate Professor,
Odessa National Maritime University
Viacheslav Rubskyi,
Doctor of Philosophical Sciences, senior Lecturer,
Odessa National Maritime University
THE PROBLEM PSYCHOLOGICAL MOTIVATION EXTERNALIZATION MATERIALIST WORLDVIEW
The article deals with topical issues of making, spreading and popularizing worldviews of materialistic type. A number of internal problems related to exteriorization have been identified, in particular: 1) grounds for motivating the subject and 2)psychological justification for the need or desirability of sacrifices and efforts required to advance their picture of the world.
The materialistic picture of the world in the context of the present does not require the truth of faith or unbelief as salvific, as it is presented in the religious dimension of thinking. If it is more comfortable for a person to be in one or another illusion, then comfort and convenience themselves can act as criteria of quality of perception of life. The truth that the material world is not imbued with God cannot be advantageous to the subject of the phenomena of being, since the set of individual experiences in any picture of the world is essentially precisely affective in relation to the notorious «as it really is».
Thus, a consistent herald of materialism is able to explain its behavior only in the discourse in which the semantic load of the ideological theses themselves is lost. If the preaching of the social parameters of my Self-consciousness is motivated by the appropriation of the alien world by subordination to these parameters, then does it not matter what to preach, if it is a manifestation of unconscious xenophobia or the desire for unanimity as a condition of comfortable social space? Both options are, in essence, the same need to socialize one’s outlook as a method of strengthening it.
The original premise of biology does not make a fundamental difference between the mechanisms of experience: joy, pain, envy and sympathy. At the level of evolutionary biology, all human states have no axiological gradation. The basic directions of modern psychology inscribe the moral laws in the abyss of being, to provide a fundamental premise that gives meaning and significance to the activity of the psychologist.
Conclusion: In context of the material universe, the task of transposing a set of neural network responses from one cranial box to another cannot be of fundamental importance. The absence of the category of “proper” and “proper” in materialistic ontology makes the question of motivation insoluble in philosophical discourse and problematized in the field of psychic research. In practice, the socio-psychological causes of exteriorization of one’s worldview compensate for these complexities of the philosophical plan.
Key words: outlook, motivation, materialism, world view, self-consciousness, xenophobia.
Victoria Yurchenko,
Doctor of Psychology,
Professor of the Department of Psychology of the Higher Education Institution “International Economic and Humanitarian University named after Academician Stepan Demyanchuk”
Maya Grishchuk,
PhD in Psychology,
Associate Professor of the Department of Psychology of the Higher Education Institution “International Economic and Humanitarian University named after Academician Stepan Demyanchuk”
Oksana Moroz,
PhD in Psychology,
Associate Professor of the Department of Psychology of the Higher Education Institution “International Economic and Humanitarian University named after Academician Stepan Demyanchuk”
SYSTEM DOMESTIC PSYCHOTHERAPY AS PRACTICAL MEAN OF WORK OF PSYCHOLOGISTS OF FORMATION SYSTEM OF UKRAINE
The Article is devoted the psychological issue of the day of maintainance of psychical health of population of Ukraine in the conditions of difficult and contradictory social and political changes, the decision of which must begin from the improvement of psychical health of children, especially children of school age. To that end, in our view, useful there can be a capture school psychologists by world experience of the use of technologies of the humanism oriented psychology and psychotherapy. But it requires adaptation of foreign.
The purpose of the article consists in a lineation: 1) teoretiko-methodological advantages of system domestic psychotherapy as mean of prophylaxis and correction of neuroses for adults and children in the context of three psychotherapy schools: psikhoanalitichnoy, povedinkovoy and humanism; 2) possibilities of the use of the adapted classic technology of system domestic psychotherapy school psychologists as effective mean of psikhoprofilaktiki and psikhokorekcii of initial nevrotizacii schoolboys.
It is analysed teoretiko-methodological advantage of system domestic psychotherapy as mean of prophylaxis and correction of neuroses for adults and children in the context of three psychotherapy schools: psikhoanalitichnoy, povedinkovoy and humanism. Author development of the adapted modification of classic technology of system domestic psychotherapy in presented as an effective mean of psikhoprofilaktiki and psikhokorekcii of initial nevrotizacii schoolboys and experimental verification of possibilities of it successful
Conclusions are done:
1. Comparison of both positive lines and failings, each of them in realization of psychological help nevrotizovanim children in the context of their domestic mutual relations, allowed to define the priority role of domestic psychotherapy, especially such its direction as system domestic psychotherapy.
2. Continuation of process of adaptation to the level of preparation and terms of work of workers of school psychological service of technologies and methods of system domestic psychotherapy will allow more effective to realize psikhoprofilaktichni and psikhokorekciyni measures on diminishing of amount of disorders emotionally volitional adjustings of children of school age increase of their psychical health level by forces of practical psychologists of the system of formation of Ukraine.
Key words: psychical health, psychotherapy, approach of the systems, psikhoprofilaktika, psikhokorekciya.
Oleksandr Marchenko,
Lecturer of Public Health Department and Physical Education,
National University of Ostroh Academy
PHYCHOLOGICAL CONDITIONS OF SELF-ACTUALISATION OF PERSONALITY IN SPORTS SECTOR-ВО
The author demonstrates that the creation of conditions for self-actualisation within the chosen professional activity enables the person to achieve the desired social status and level of satisfaction with life. Particular attention is paid to the study of problems of self-actualisation of an individual in sports sector.The article considers professional self-actualisation as one of the important factors of personal development. Particular attention is paid to the study of the problems of seft- actualisation of the personality in sports sector as well as professional seft-actualisation of the personality in modern conditions.
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.
Key words: self-realization, self-actualization, professional fulfillment, conditions of self-realization.
Olena Zhuravlova,
Senior Lecturer of General and Social Psychology and Sociology Department, Lesya Ukrainka Eastern European National University
PECULIARITIES OF THE MOTIVATIONAL STRUCTURE OF THE PROCRASTINATOR’S PERSONALITY
The relevance of the study of procrastination as an integral personal construct of procrastination as an integral personal construct with an emphasis on the specifics of the manifestation of its motivational dimension.
The purpose of this research was to determine the characteristics of the motivational structure of the procrastinator.
During the experiment, the following research methods were used: the technique of procrastination diagnostics proposed by O. Zhuravlova and O. Zhuravlov; P Steel “Pure Procrastination Scale”, V. Milman “Diagnosis of the motivational structure of personality”.
The sample consisted of 347 people between the ages of 18 and 47. The analysis of the obtained results showed that all recorded correlations between procrastination and motivational parameters are characterized by negative values. It was found that with increasing the tendency of the individual to procrastination decreases his desire to engage in creative activities. The inverse correlation of the tendency to postpone tasks with the motive of general activity confirmed that the respondents, who are characterized by dilatory behavior, are characterized by a low level of endurance, perseverance, efficiency, necessary to achieve their own goals. The close relationship between the general level of propensity to procrastinate and indicators of the motive of public utility showed that the strengthening of dilatory tendencies in the lives of respondents is accompanied by a decrease in their desire to benefit others, to serve a common idea. It is noted that with increasing individual propensity to procrastinate, there is a weakening of his desire to provide themselves and their loved ones with material resources necessary for life, as evidenced by the inverse relationship of the general level of procrastination with indicators of life support.
The results of regression analysis showed that the decrease in the level of manifestation of the motive of social utility in the subjects is a predictor of the development of procrastination.
It was found that people with a low level of procrastination more often than respondents with a high degree of its formation, are guided in their activities by motives of livelihood and social status.
A person who is not prone to procrastination, compared to the individual who has this characteristic, expresses a stronger desire to perform interesting and extraordinary activities, and is more focused on helping others, making their own contribution to the implementation of ideas important to society. The study of the motivational sphere of the subjects allows us to state that in procrastinators, in contrast to persons who are not prone to dilatory behavior, most motivational tendencies are less pronounced.
Key words: procrastination, motivation, predictor, real and ideal motive.
Olha Vovchenko
PhD of Psychological Sciences, Doctoral Student,
Institute of Special Education and Psychology by
N. Yarmachenko National Academy of Pedagogical Sciences
SELF-REGULATION OF BASIC EMOTIONS BY ADOLESCENTS WITH MENTAL DEVELOPMENT AS A BASIS FOR THE FORMATION OF EMOTIONAL INTELLIGENCE
Background. In academia, self-regulation was considered from the standpoint of neuropsychology, pedagogy, psychiatry, physiology, valeology and other sciences. In special psychology, the understanding of self-regulation is ambiguous. Modern scientists view emotional self-regulation as: the process of adapting a teenager's personality to the outside world; the process of changing the life systems of the individual; as an internal regulation of behavior.
Objectives. The purpose of the article is to investigate and experimentally test the peculiarities of the perception of basic emotions and the state of formation of emotional self-regulation in adolescents with mental development.
Method. The main method of research was the method of psychodiagnosis. During the study the author used three methods: the method “Testing the ability to recognize emotions on the basis of pantomimic masks of human face” (adaptation of M. Lebedeva), the method “Studying the perception of adolescents graphic image of emotions” (the modification of T. Titarenko), the method “Determination of the ability differentiation of emotional states” (according to V. Matveev). In addition, interviews were conducted, monitoring of adolescents’ behavior during diagnosis. The Psychodiagnostics were performed according to the instructions, with the necessary requirements and the use of additional tools.
Sample. The study involved 120 adolescents with mental development in special boarding schools in Kyiv (boarding school № 17, boarding school № 12 (pupils of 5-9 grades).
Results. Based on the obtained results, a qualitative characteristic of the ability to recognize basic emotions was determined, the most and the least known emotions for adolescents were determined, and the dynamics of emotion recognition (speed) were established. In the course of the study it was possible to establish correctly perceived emotions and distorted, to compare emotions with colors. It is determined that in adolescents with mental development differentiation of emotions is determined by the cognitive level of personality development, personal experience, education and social environment.
Conclusions. It has been established that adolescents with mental development need additional psychocorrectional activities that will be directed to the formation of emotional regulation, in particular the ability to call emotions, feelings they are experiencing, to mark them with appropriate verbal symbols. It requires the development of a program of lessons that will teach the teens to manage various emotional states, including negative, such as anger.
Key words: mental development disorders, adolescence, emotional self-regulation, emotional intelligence, basic emotions.
Roman Gan
Candidate of Medical Sciences, Associate Professor, Department of Pediatric Surgery and Pediatrics
Viktorya Pitulei
Candidate of Philosophy, Assistant Professor, Department of Psychiatry, Narcology and Medical Psychology
Ivano-Frankivsk National Medical University
PSYCHOLOGICAL AND PEDAGOGICAL FORMATION OF A STUDENT'S VITAL COMPETENCE ІN PRACTICAL CLASSES FROM THE DISCIPLINE «FUNDAMENTALS OF PSYCHOLOGY. FUNDAMENTALS OF PEDAGOGY»
The article describes the basic psychological and pedagogical conditions for the formation of a student’s vital competence. Characteristics of applying the competency approach in higher education are characterized. The factors that influence the development of a student’s personality, the formation of his / her life competence and the social parameters are specified such as: universal virtues - honesty, justice and courage involvement in the horizons of the universal meaning, which embrace the meanings and meanings produced by the community and tradition, of “significant others”, feelings of love, kindness, solidarity, orientation to the awareness of one’s own purpose, The components of students’ vital and professional competence are outlined. The basic approaches in the work of the teacher in the content, forms and methods that contribute to the formation of students' life competencies are revealed. The vital competence of the individual is defined as an integrative qualitative characteristic of the capacity for productive and responsible vital activity. The main integrated types of vital competence of the individual are distinguished. It is revealed that the key competences of a student, which have a cross-cutting universal meaning, in general, determining the degree of its sustainability and viability, can be attributed to: the ability to cooperate and communicate, lifelong learning, the application of their knowledge in practice, creativity , innovative attitude to themselves and self-competence, responsibility as competence.
The article defines that the important components of the student’s life competence, which are subject to purposeful pedagogical formation, are: appropriate system of knowledge, skills and abilities, value-semantic orientations, openness and tolerance to other individuals, other cultures; the ability to learn from the positive experiences of other cultures and their inherent productive patterns of behavior; skill as a means of individual assimilation of cultural values and experience, patterns and ways of activity and life. The latter involves the formation of a student's stable moral foundations, aesthetic taste, critical thinking, ability to self-control.
The high level of life and professional competence of the student contributes to personal success, effective self-realization in the future professional activity of the doctor, which ultimately has a positive effect on the development of society as a whole. Competence is formed due to both the student's own efforts and purposeful pedagogical influences on the part of the teacher. Only their skillful combination guarantees not only high efficiency of educational process, but also disclosure of creative potential of the student.
Keywords: education, competence approach, student, personality development, vital competence.
Sabina Radzhabova,
PhD in Psychology, docent Department of
Pedagogy and Psychology,
Bohdan Khmelnytsky National University of Cherkasy
COMMUNICATION COMPETENCE OF FUTURE TEACHERS AS A PREREQUISITE FOR THEIR PROFESSIONALISM
The paper discloses the psychological aspects of improving pedagogical skills, which have always attracted and attract a lot of attention of teachers and researchers. It justifies the psychological aspects of future teachers’ communicative competence, which plays an important role in the structure of professional (pedagogical) competence. It shows that communicative competence is based on the teacher’s ability to organize professional interaction, which is mainly the ability to communicate effectively within the framework of professional activities. Also, the paper highlights the emotional (empathy) and verbal components in the development of communicative competence. Psychological aspects of verbal means of information transmission in communicative interaction are revealed through the categories of meta-language and implied sense. These categories reveal the hidden (often from the communicator) meaning of his or her words, which is directly related to the subject’s attitude to himself or herself, to the addressee and the interaction situation in general. Besides, the paper substantiates the need for a holistic approach to the study of the psyche in the process of developing communicative competence in future teachers in higher education. It involves taking into account both the conscious and the unconscious (latent) components of the subject’s psyche, which influence the situation of professional interaction. The paper employs methods of analysis of word semantics and psychoanalysis of thematic drawings. The presented methodologies objectify the symbolic expression of the deep-psychological (unconscious) tendencies in communicative activities of future teachers. The paper specifies the influence of traumatic childhood experience related to the feeling of inferiority (weakness) and the protective mechanism of identification on the process of developing communicative competence in future teachers. Psycho- correction practice proves that only psycho-correction can help the subject to realize the destructive influence of his or her personal problem on the interaction situation since it expands his or her reflection of the deep psychological motivation behind his or her actions. Teaching professionalism, in particular his or her communicative competence, depends on the level of personal correctness. The latter is directly related to eliminating the psyche destruction originated in childhood. The empirical material presented in the paper proves that any behavioural activity, including in professional situations, can express manifestations of the destructive tendencies of the psyche underlying the subject’s personal problem.
Key words: professional competence, communicative competence, empathy, feelings of inferiority, mutual understanding.
Stepan Stanibula,
Senior Lecturer of the Department of Psychology,
Gomel State University named after F. Skorina
PECULIARITIES OF COPING STRATEGIES WITHIN PEOPLE WITH VARIOUS TYPE OF ACCENTUATION OF CHARACTER
The article reveals the specifics of coping strategies that depend on the type of character accentuation. We give essentially informative-dispositional characteristic directions in the psychology of coping behavior. Thus, the basic typology of accentuation nature is regarded, and the correlation relationship with the various typologies of coping strategies is revealed.
In subjects with a pronounced demonstrative type of character accentuation, a correlation with a coping strategy, such as confrontational coping, was determined. People with a predominance of such a coping strategy solve their problems through not always purposeful behavioral activity, the implementation of specific actions. A correlation relationship was determined in subjects with a pronounced demonstrative type of character accentuation and a coping strategy - seeking social support. Another significant coping strategy in subjects with a pronounced demonstrative type of character accentuation is escape-avoidance. The subjects with a pronounced stuck type of character accentuation showed a correlation relationship with confrontational coping and distance. For subjects with a pronounced hyperthymic type of character accentuation, a correlation relationship with confrontational coping, self-control and acceptance of responsibility was expressed. The subjects with a pronounced excitable type of character accentuation showed a correlation between confrontational coping and distance.
In subjects with a pronounced dysthymic and exalted type of character accentuation, a correlation relationship with distance and self-control was expressed.
Subjects with a pronounced emotive type of character accentuation identified a negative correlation with the strategy of planning a solution to the problem.
We also found positive weak (low) correlations between the pedantic type of character accentuation and self-control, as well as between the coping strategy of distance and the cyclothymic type of character accentuation.
The research emphasizes the dispositional nature of coping behavior and postulates that character accentuation is a serious personality characteristic that influences the choice of certain styles of coping strategies.
Key words: coping strategies, students, crisis, stress, accentuation of character, social and psychological adaptation.
Stepan Stanibula,
Senior lecturer of the Department of Psychology,
Gomel State University named after F. Skorina
PECULIARITIES OF COPING STRATEGIES WITHIN PEOPLE WITH VARIOUS TYPE OF ACCENTUATION OF CHARACTER
The article reveals the specifics of coping strategies depending on the type of character accentuation. We give essentially informative-dispositional characteristic directions in the psychology of coping behavior. Ras regarded basic typology of accentuation nature, and reveals the correlation relationship with the various typologies of coping strategies. As a result of the study, it was revealed that: a demonstrative type of character accentuation is characterized by confrontational coping, the search for social support; jamming type of confrontational coping and distance as a way to solve difficult life situations. The hypertensive type of character accentuation uses confrontational coping as the leading one. Subjects with an excitable type of character accentuation use confrontational coping and distance.
Key words: coping strategies, students, crisis, stress, accentuation of character, social and psychological adaptation
Tetiana Kostina,
PhD in Psychology, Associate Professor, Doctoral student
of the Department of Psychology,
Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University
THE QUARANTINE CRISIS: NEW GENDER PERSPECTIVES
The article presents the results of a theoretical analysis of the role of the crisis in the context of quarantine for gender issues. It is emphasized that human life is accompanied by crises that can be normative (age-related) and non-normative (biographical). It is determined that the way out of the crisis is through progress (getting new knowledge and ways to interact with the world) or regression (the process of “getting stuck” in the past).
It is determined that the issue of crisis is studied in philosophy, psychology, and sociology. The designated scientific directions tried to explain the nature of the crisis and determine its role in the life of man and society. Depending on the initial methodological views, scientists put either the individual or society first.
The role of quarantine measures for triggering the crisis is analyzed as a reaction to abrupt changes in the social conditions of human existence. It is noted that the crisis marks the transition from the old to the new. This is a bifurcation point that divides reality into what was and what will no longer be.
It is emphasized that the successful passage of the normative crisis allows a person (child) to: expand the system of motivational motives; form an appropriate system of knowledge and skills for the implementation of these motivational motives. In the context of a biographical (non-normative) crisis, which occurs as a reaction to the inability of a person to implement his life plan, the following ways out are possible: 1) change the situation and remove obstacles (but in the situation of closed state borders, the elimination of this obstacle is not subject to man, it cannot change it); 2) refusal to achieve the desired (but such a refusal must go through certain stages in order for there to be a real acceptance of the situation).
It is indicated that psychology identifies four key critical life situations: stress, frustration, conflict, and crisis. Actually, the latter is a state that is determined by the problem that confronts a person. This is a problem that a person cannot solve in the short term in the usual way. The above analysis leads us to the conclusion that the situation of quarantine is, in fact, a crisis. Because here there are key characteristics that make it impossible to implement a life plan: a sharp breakdown of the usual, which is also accompanied by economic difficulties (loss of profit/work), physical restrictions (restriction of movement, closure in space (“four walls”), issues of access to medical services), social deprivation (reduction of social contacts).
If we talk about the gender aspect of crisis experience, a number of studies have shown that there are patterns of crisis experience that may be more typical for men or women. This is due to the specifics of socio-cultural expectations that are put forward regarding the behavior of men and women. So, in the vast majority of cases, the stereotype of femininity allows women to be “weak”, share their problems and experiences, and ask for help.
The stereotype of masculinity, which is fixed in society, instills men with “masculine” behavior, such as: independent problem solving, independence in decision-making, taboo on showing weakness
However, along with stereotypical gender responses to the crisis, a different path is possible, especially in the context of partnerships. In particular, A. Giddens emphasizes that in the modern world there is a transformation of intimate social
relations towards their democratization. In addition, democratic changes in a particular marriage (partnership), which the scientist referred to as the “micro level”, determine changes at the level of society (macro level).
Any crisis in society does not bypass the gender issue. This means that the current crisis gives Ukraine and Ukrainian families a chance to rethink the established gender stereotypes and go on the path of egalitarian (equal) relations. In future scientific research, we consider it necessary to monitor the dynamics of changes in marital (partner) relations after the end of quarantine.
Key words: gender, gender inequality, gender expectations, psychological crisis, reflection.
Uliana Nikitchuk,
PhD in Psychology, Associate Professor of Public Health Department, National University of Ostroh Academy,
Olena Kostryba,
Third-year student of Psychology, National University of Ostroh Academy
Valentyna Pavlovska,
Third-year student of Psychology, National University of Ostroh Academy
STUDENT WORKAHOLISM MEASUREMENT: AN EXPERIENCE OF THE QUESTIONNAIRE DEVELOPMENT
The article proposes the results of a study of psychometric properties of “The Student Workaholism Questionnaire” developed in Ukrainian and studied on student sample (N = 191). A review of current studies regarding the structure and measurement of workaholism is proposed. The concept of workaholism and its structure is studied grounded on previous researches analysis. As a result, the theoretical construct of workaholism as the basis for questionnaire development is suggested. Some general issues of the questionnaire items development are discussed in the paper. Mainly, the study of psychometric properties of the workaholism questionnaire for students is in the focus of attention. The study has been gradually conducted during two years across pilot research of the questionnaire items (N = 43), reliability and validity explorations (N = 191). Thus, the internal consistency, concurrent validity, discriminatory power, internal structure are studied, the constructive validity of the questionnaire is substantiated. The results indicate good internal consistency of the questionnaire (Cronbah’s α = 0.88), significant-high correlation of the questionnaire with the Dutch Work Addiction Scale (Pearson’s r = 0.55, 0.59 for different scales, P < 0.01), excellent discriminatory power of scores (Ferguson’s δ = 0.99). Based on the exploratory factor analysis, the six-factor structure of students’ workaholism is proposed. It includes (1) the pressure of the need to perform tasks (2) obsession with work; (3) health neglect; (4) self- exploitation; (5) intrinsic learning motivation; (6) perfectionism. This structure appears to be novel, thus, requires future confirmatory studies across different samples. The limitations and prospects of the research are discussed. Along these lines, the results justify a recommendation to use “The Student Workaholism Questionnaire” for scientific and practical purposes. They also communicate valuable points for future studies of specificity of students’ workaholism.
Key words: workaholism, Students’ Workaholism Inventory, The Dutch Work Addiction Scale, personality inventory, psychometric properties of an inventory.
Valentyna Pedorenko,
Phd in Psychology, senior lecturer of the Department of Psychology and Social Work,Kotsiubynsky Vinnytsia State Pedagogical University
REFLECTION AS A FACTOR IN THE DEVELOPMENT OF SOVEREIGN MORAL VALUES AMONG FUTURE PSYCHOLOGISTS
The paper studies the categories of sovereign moral values and reflexivity of future psychologists. Within the context of professional training, reflection helps future psychologists to define the goals and objectives of their professional activities, to carry necessary self-correction out, to do self-development, self-education. The reflection of future psychologists supposes the ability of an individual to put distance in relation to oneself; an ability to objectively analyze one’s own actions, behaviors, thoughts, despite emotions, desires, intentions, before analyzing, rethinking one’s own moral knowledge, beliefs, ideals, so that the individuality rises to the highest level in the process of self-actualization, self-improvement. However, the issue of reflection of future psychologists as a factor in the development of their sovereign moral values remains little-studied: sustainable, autonomous, personally significant, individual life purpose moral formations (models, concepts, attitudes) that give a person an opportunity to self-evaluate one’s own life and the lives of others, an ability to understanding the meaning of professional activity in the context of life’s activity, to act according to conscience regardless of external circumstances; to demonstrate responsibility for the life of another person, sensitivity, tolerance, goodwill to a client, the ability to select morally justified ways and methods of correctional work; to defend one’s own honor, dignity, beliefs, ideas etc. The reflexive component of sovereign moral values involves the future psychologist’s realization of how he or she is perceived and evaluated by others, the ability to analyze, rethink one’s own moral knowledge, feelings, beliefs, ideals, behaviors, actions, contributes to the successful assimilation, expansion and transformation of social experience, interpretation of external social influence into an internal personality plan. As a result of this analysis and rethinking of one’s qualities, properties, characteristics, successes, failures and their causes, an individual increases to a higher level of self-actualization, self-improvement.
According to the results of the research, it was found that the reflexive component of sovereign moral values is not sufficiently developed among future psychologists of different courses. This shows that future psychologists are more focused on meeting their own personal needs, interests, focused on achieving the result, rather than on its meaning, as well as the difficulty in establishing a reflexive distance to rethink their own value system.
Key words: sovereign moral values, reflection, reflexion, future psychologists, creativity, self-understanding, self- actualization.
Viktoriia Railianova
PhD, Associate Professor of the Department of Social and
Humanitarian Disciplines,
Dnipropetrovsk State University of Internal Affairs
METHODS OF FOREIGN LANGUAGE TEACHING: PSYCHOLOGICAL CONTEXT
The history of methods of foreign language teaching abroad and in our country, the emergence and development of new methods of language teaching in schools and universities have always been closely linked with new trends in linguistics, psychology and pedagogy. The data of these basic sciences for methodology radically changed the approach to teaching, were widely used in the development of new methods, led to the emergence of new systems and models of learning, new educational technologies. The problems faced by domestic and foreign methodologists in the process of finding the most effective ways and methods of teaching are the same, and the ways to solve them are largely similar. One of such problems is the ratio of substantive and formal, systemic, aspects of language. So in the theory and practice of teaching there appeared a question to answer: what it is more important to teach - vocabulary or grammar. On the one hand, all researchers recognize that the structural organization of linguistic material, when vocabulary is assigned a supporting role, does not contribute to the mastery of the content of the language. On the other hand, a purely meaningful, lexical approach leads to gross communicatively significant errors and complicates communication in a foreign language. The solution lies in the methodologically appropriate combination of two aspects of language: semantic, which is expressed in vocabulary, and formal, reflected in grammar. Another fundamental problem, the solution of which depends on the choice of method and techniques of language learning outside the language environment, is the role of consciousness in learning. Different points of view on the understanding of the psychological features of language acquisition, and in particular the principle of consciousness, lead to the emergence of different teaching methods. Thus, the recognition by some foreign methodists of the theory that mastering a foreign language reflects the process of mastering a child's native language and is not conscious, has led to a group of direct and indirect methods of learning a foreign language that almost completely deny the role of consciousness. Proponents of such methods often have a very narrow understanding of cognitive learning and by cognitive principles mean only the use of rules. It should be noted that in different countries, research is conducted in certain, country-specific areas. Foreign methods have been developing for many years the issues of teaching communication in English, which in many countries was and remains the state or second language of the population. Research in the field of linguistics, psychology, psycholinguistics and methods of teaching foreign language outside the language environment and the development of intensive teaching methods have been and remain historically significant and traditional for domestic science.
Кey words: approach, psycholinguistic, linguistics, achmeology, speech, language, method, integrative lingvo-psychological, training, suggestology, Losanov’s method, consciously-oriented.
Viktoriya Nazarevich,
PhD in Psychology, docent of the Department of Age
and Pedagogical Psychology, Rivne State University of Humanities
CAUSES AND MANIFESTATIONS OF OSTRACISM IN THE EDUCATIONAL ENVIRONMENT
In the article, the author attempts to reveal the peculiarities of causes and prerequisites and to systematize the manifestations of ostracism of individuals or groups in the system of modern education conditions. Particular attention is paid to the analysis of the rejection system of youth and adolescence, who are previously indicated as socially problematic and are characterized by unstable self-esteem of the individual in a certain age period. The influence of the social isolation feeling in the educational space, which negatively influences the mental and physical health and success of the youth, is studied. The effects of ostracization include anxiety, depression, suicidal thoughts and tendencies, increased risk of substance abuse, and deterioration of an individual’s psychophysical health.
The article is devoted to social isolation in the educational environment and its manifestations. It is pointed out that people are a social species and therefore their activity is manifested in diverse social interactions and groups. As a consequence, each individual has increased cognitive abilities to detect signals of rejection of social acceptance. Thus, rejecting from the group is a threatening situation, which is experienced as a sense of personal insecurity and leads to ostracization of the individual.
The consequences of victimization from ostracism in the educational environment, such as low self-esteem, suicidal tendencies and various disturbances of the emotional-volitional sphere, fright, frustration, anger, and depression are illuminated. The practical side of individual being in the educational space is analyzed and the manifestation of intention to turn, which is part of the protective mechanism of abstinence and protects the individual from psychological pain associated with ostracism, is stated.
The role of consideration of ostracization signs in the educational environment is pointed out, for their identification and prevention of an increase of the social exclusion level in the separate groups. The factors contributing to the emergence of ostracisation tendencies are considered, their division into exogenous (in the sense of belonging to a social risk group) and endogenous factors (pertaining to the personality structure of an individual) is presented.
The empirical study was conducted aimed at identifying the level of ostracism and the main causes of social rejection in higher education institutions using the questionnaire «Level of social rejection in student groups», which allows tracing possible trends of ostracization.
The conclusions about the causes and manifestations of ostracism in the educational environment were drawn. It was determined that the main reasons for social exclusion are unusual lifestyle, perhaps unusual appearance of the individual, as well as seclusion, shyness, low possession of self-presentation techniques, narrow circle of communication personality.
Further consideration of this problem is envisaged in a more extensive study of the main influences arising from the threat of belonging, ambiguity, uncertainty of situations and denial of relations; the study of the interdependence of ostracization and the individual processes of formation in the educational group.
Key words: ostracism, ostracizator, social isolation, affiliation, rejection of personality, educational environment, academic groups, adolescence.
Oksana Shportun
Doctor of Psychological Sciences,
Associate Professor, Professor,
Department of Psychology
Vasyl Stus Donetsk National University
Zoriana Savchuk
Candidate of Historical Sciences,
Associate Professor of the Department of
Psychology and Social Work,
Vinnitsa State Pedagogical University named
after Mikhail Kotsyubynsky
PSYCHOLOGICAL FEATURES OF SELF-EFFICIENCY OF YOUNG PEOPLE
The problem of self-efficacy of the individual is the object of study in domestic and foreign psychological science. Well-known foreign scholars (A.Bandura, N. Branden, M. Jerusalem, M. Zimmerman, J. Rotter, M. Scherer, R.Schwarzer, etc.) and domestic scientists (O. Bazhin, N. Bulinko, M. Gaidar, I.Galetska, S. Honchar, V. Kobets, R. Krychevsky, A. Pogorelov, N. Prorok, D.Shaposhnyk, etc.). The article actualizes the problem of determining the self-efficacy of adolescents. The aim of the research is to theoretically substantiate and empirically investigate the psychological features of self-efficacy of adolescents.
The analysis of the scientific literature makes it possible to state that the development of self-efficacy of the individual takes place throughout life. At different age stages, the development of self-efficacy has certain features that are determined by the social situation of development, leading activities, age-related mental neoplasms of the individual. It is especially important to study the process of developing self-efficacy in adolescence, which is closely related to personal and professional self-determination, building life plans and prospects, forming professional competence, consolidating the beliefs of young men and women in successful self-realization, achieving subjective goals in the future. Analysis of scientific sources shows that the adolescent period is favorable for the formation of self-efficacy of boys and girls. The new social environment, the processes of personal and professional self-determination encourage young people to self-development, improving their general, social, communicative, educational, professional competence, which leads to increased self-efficacy. The growth of resilience, subjective competence and self-efficacy of adolescents will further affect life success, flexibility, self-realization, ability to overcome obstacles, cope with stress and other stressful life situations. The feeling and conviction and self-efficacy of young men and women affects the level of their demands, the construction of life plans, the vision of the time perspective of their own self-development.
The following methods were used to reveal the goal: 1) theoretical (analysis, synthesis and generalization of psychological literature on the research problem, systematization, explanation, modeling); 2) empirical (observation, experiment, testing – self-efficacy questionnaire R. Schwarzer, M. Jerusalem, a questionnaire to determine the general, social and objective self-efficacy of M. Scheer, J. Maddux, a questionnaire to determine satisfaction with their own functioning in various fields I. Kohler; self-assessment questionnaire of V. Stolin, S. Pantileev; questionnaire of subjective localization of J. Rotter's control; questionnaire of motivation of achievement of A. Rean; test of meaningful life orientations of D. Leontiev); 3) methods of processing empirical data (quantitative, qualitative, comparative analysis). An empirical study has identified the relationship between individual psychological factors and the level of self-efficacy of young people. The self-efficacy of adolescents is a systemic quality, which is determined by individual psychological factors, namely: the state of satisfaction with their own functioning in various spheres of life, components of self-control, locus of control, features of achievement motivation and meaningful life orientations.
Key words: self-efficacy, adolescents, individual-psychological factors of self-efficacy, meaningful life orientations.
