№16/2023

Ihor Pasichnyk,

Doctor of Psychological Sciences, Professor, Rector of the National University of Ostroh Academy

Volodymyr Demydiuk,

Student of the Institute of State Military Administration of the National Defence University of Ukraine in Kyiv, PhD Student of Psychology, The National University of Ostroh Academy

PECULIARITIES OF OVERCOMING PROFESSIONAL BURNOUT AMONG MILITARY PERSONNEL

The article deals with the issue of professional burnout among servicemen who are in the area of combat operations. The peculiarities of psychological counseling of military professional activity of servicemen are described. Psychological support of military personnel includes: psychological counseling, psychotherapeutic assistance, personal factors of professional burnout (introversion, sensitivity, low level of self-esteem and self-respect, desire for dominance); status-role (role conflict, negative stereotypes, dissatisfaction with professional promotion, lower social status, isolation from the reference group); professional-organizational (organizational conflicts, lack of autonomy, excessive control); existential (dissatisfaction with the results achieved, feelings of frustration, dissatisfaction with the results of activities, loss of meaning, loneliness). Professional burnout leads to impaired functioning of the unit, causes a negative psychological climate, and contributes to a decrease in performance. If a serviceman develops symptoms of professional burnout, his psychological state tends to become negative and extends beyond the individual's well-being. The effective performance of combat missions is represented not only by the professional training and physical capabilities of the individual, but also by his or her ability to express responsibility, independence, self-control, flexibility, ability to make independent decisions and constructively interact with other members of the military team under the influence of stress factors and the performance of professional tasks.

Keywords: military personnel, motivation, professional burnout, coping strategies, stress factors, systemic psychotherapy, psychological counseling.

Eduard Balashov, Candidate of Psychological Sciences, Associate Professor, Department of Psychology and Pedagogy, The National University of Ostroh Academy

METACOGNITIVE STRATEGIES AND MOTIVATION OF STUDENT LEARNING

Relevance of the proposed issue has been determined by determined by the importance of understanding a personality of the student as a subject of their own self-regulated learning. There has been a scientific need to characterize the concept of self-regulated learning, analyse the features of the use of metacognitive strategies in the learning activities of students. In the article, the author has theoretically analysed the psychological features of use of metacognitive strategies in motivating the learning activity of students. For empirical evaluation of the levels of the educational strategies use and the direction of student motivation, we have used the questionnaires “Learning Strategies” (by S. Kostromina, T. Dvornikova) and “Scales of Academic Motivation” (by T. Gordeeva, O. Sychev, E. Osin). Theoretical analysis and empirical research have shown a positive correlation between the use of metacognitive strategies and student motivation. As a result of analysing the correlations between metacognitive strategies and motivation, we have drawn the conclusion that learning activities interest students in the presence of intrinsic motivation, and is accompanied by emotional experiences in the use of appropriate metacognitive strategies. The methodological recommendations aimed at the effective application of the motivating strategies of students, as well as the formation of their appropriate learning motivation have been developed.

Keywords: metacognitive strategy, motivation, self-regulated learning, learning activity, student.

Viktoriia Voloshyna-Narozhna, PhD, Lecturer of the Department of Psychology and Pedagogy, National University of Ostroh Academy

TO THE PROBLEM OF SELF-REGULATED LEARNING IN CONDITIONS OF UNCERTAINTY

The article presents a theoretical study of the problem of applying approaches of self-regulated learning in conditions of uncertainty. Self-regulated learning is a set of skills and strategies that allow learners to manage their learning process, including their thoughts, emotions, and behavior. The use of self-regulated learning practices is emphasized, as these can be particularly useful for students in situations of uncertainty and allow them to take control of their learning as well as to cope more effectively with difficult situations and achieve learning goals. Basically, the use of metacognitive and self-regulatory strategies in the educational process is an important factor in predicting successful learning outcomes in conditions of uncertainty. The analysis of the literature showed that the issue of effective organization of training and independent work of students is not only to form subject knowledge in the learning process but also to teach the ability to learn. To promote self-regulated learning in conditions of uncertainty, pedagogues can provide clear and consistent expectations and feedback on students' progress, encourage students to set their own learning goals and to reflect on their progress towards achieving them, teach students strategies for managing their emotions, provide opportunities for peer feedback, help students to identify their strengths and weaknesses and to develop strategies for addressing areas where they need to improve. By promoting self-regulated learning in these ways, teachers can help students to cope with uncertainty, and to become more effective and confident learners. The perspective of further research is in the analysis and development of a comprehensive study of approaches, principles, methods, techniques, means, and models of the formation of self-regulated learning skills in conditions of uncertainty.

Keywords: metacognition, metacognitive monitoring, metacognitive control, self-regulated learning, uncertainty.

Viktoriia Kalamazh,

PhD, Associate Professor at the Department of Psychology and Pedagogy,

The National University of Ostroh Academу

Elyzaveta Tymoshchuk,

Teacher at the Psychology and Pedagogy Department, PhD Student of Psychology, The National University of Ostroh Academy

Artur Krasnopir,

PhD Student of Psychology, The National University of Ostroh Academy

Anna Doroshchuk, Student of Psychology,

The National University of Ostroh Academy

COPING STRATEGIES AS A MECHANISM OF SELF-REGULATION IN THE EDUCATIONAL ACTIVITIES OF STUDENTS

The article conducts a theoretical study of the concepts of "self-regulation" and "coping strategies", and uses scientific approaches to the definitions of these concepts from Ukrainian and foreign works. The role of emotional intelligence in increasing the effectiveness of coping strategies as self-regulation mechanisms of students during educational activities is highlighted. The results of an empirical study of the peculiarities of personal self-regulation are presented, taking into account the gender differences of the respondents. The peculiarities of the choice of destructive or constructive coping strategies have been revealed. The results of the study on correlations between personal self-regulation in the form of action orientation and state orientation, coping strategies and components of emotional intelligence are presented, which gives grounds for drawing conclusions about the interdependence of these concepts. The summarized results expand the theoretical and empirical basis for the further development of emotional intelligence in order to increase the effectiveness of students' coping strategies in the stressful conditions of educational activities during martial law.

Keywords: self-regulation, coping strategies, emotional intelligence, self-regulated learning.

Maksym Karpovets, PhD in Philosophy, Associate Professor, Director of the Educational and Scientific Institute of Social and Humanitarian Management in the National University of Ostroh Academy

PSYCHOLOGICAL METHODOLOGY OF PERFORMANCE IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION

The article substantiates the nature and perspective of performance theory in psychology within the educational process of a higher school, which assumes the presence of three aspects: performance as an existential situation of trust, performance as an active and dynamic interaction between participants, and performance as a common field for creating values and meanings. The author states that the application of performance theory in psychology changes not only the course of education in higher education, but also provides an opportunity to turn the educational process into an experience necessary for further professional and individual socialization. Also, looking at learning as a performance opens up psychological possibilities for a special kind of therapy, when participants together invent new roles and scenarios, going beyond the boundaries of trauma and disorders.

The article shows that performance as an existential situation of trust is a necessary step in creating a comfortable environment for further interaction between students (group) and teacher (moderator). The concept of mimetic inversion is proposed as a bodily-emotional imitation of role models for the purpose of reproducing certain scenarios. The next step is an active and dynamic interaction between the participants of performance, which involves a special kind of thinking and physical activity. Demonstration and ritualization of performative actions is fundamental in the performative activity between the participants of the educational process. The third component involves the performative assimilation of both professional and life values and meanings, bringing the educational process as close as possible to life.

The main conclusions of the article are that the psychological methodology of performance not only changes the type of activity, but also the nature of thinking and understanding. The educational process as a performance completely changes the approach to learning and the role of participants, where the main thing is how knowledge is invented and transmitted. The performative role of the teacher is to dialectically (experimentally and normatively) involve students in a special type of performative activity that imitates life experience through imitation and repetition.

A promising direction of research is the implementation of the psychological methodology of performance in the processes of understanding, in particular at the cognitive, metacognitive level and the «moderator-group-process» and «moderator-personality-process» systems.

Keywords: psychology of education, psychological methodology of performance, performative activity, mental and physical activity.

Yuliia Kotovska, PhD Student of Psychology, The National University of Ostroh Academy

HE ANALYSIS OF THE RELATIONSHIP OF THE CONCEPT OF “POST-TRAUMATIC GROWTH” AND RELATED CONCEPTS

The article provides a general overview of the concept of ‘post-traumatic growth’ (PTG), according to the concept of R. Tedeschi and L. Calhoun. The historical review of the emergence of the concept of PTG and the analysis of the author's research on this topic showed that it should be separated from such related concepts as: ‘resilience’, ‘resilient reintegration’, ‘positive adaptation’, ‘psychological immunity’, ‘thriving’.

The article aims to highlight each listed concept’s specific characteristics and properties to distinguish it from the PTG. The result of the conducted theoretical analysis is a list of criteria for comparing the studied concepts, including the presence of a traumatic situation, the level of personality development relative to the pre-traumatic (initial) level, and the possibility of external influence on this personal aspect.

In our research, we agree with the theoretical understanding of the concept of PTG determined by R. Tedeschi and L. Calhoun. We define PTG, therefore, as the experience of positive changes that occur in a person due to encountering crisis life situations.

A comparison of PTG with resilience showed that the second one applies to any event (not only traumatic); it is a set of abilities and skills (not a result and a phenomenon), and it can be developed or changed (while PTG can only be facilitated). The concept of ‘resilient reintegration’, derived from the previous one, is appropriate to use only in the context of combatants (whereas PTG refers to any person who has survived a trauma).

The concept of psychological immunity differs from PTG in its specific personal aspects: psychological immunity does not define a specific area of personal change, while the PTG distinguishes three dimensions of growth, according to the concept S. Joseph.

Thriving presupposes the individual’s resistance to negative life events with subsequent improvement in the quality of life. However, such positive transformations do not lead to significant personality transformations and do not necessarily have to be caused by trauma. Comparing PTG with positive adaptation is more challenging as the approaches to understanding this concept vary heavily.

Keywords: post-traumatic growth, resilience, psychological immunity, thriving, positive adaptation.

Olena Miroshnychenko,

PhD in Pedagogy,

Associate Professor of Department of Professional and Pedagogical,

Special Education, Andragogy and Management,

Zhytomyr Ivan Franko State University

Larysa Bakhmutova,

PhD in Psychology,

Lecturer at the Department of Medical and Biological Disciplines

National University of Physical Education and Sport of Ukraine;

Leading researcher of the laboratory of age psychophysiology

G. S. Kostiuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine

DYNAMICS OF TYPES OF MOTIVATION FOR PROFESSIONAL ACTIVITIES IN UKRAINIAN ANTARCTIC EXPEDITIONS AMONG WINTERERS OF DIFFERENT AGE GROUPS

We presented the results of empirical studies of the motivations types for winterers of Ukrainian Antarctic expeditions (UAE). A theoretical analysis of motivations for extreme activities in polar expeditions was carried out. Based on the theoretical analysis of modern approaches to age differentiation we divided the winterers into three age groups: younger (22–34), middle-aged (35–45) and older (46–62 years old). According to the Reiss Motivation Profile® (RMP®) method 16 universal basic motivations of winterers for professional activity in extreme Antarctic conditions are determined for each of age group. The research was conducted two times: the first at the beginning of the expedition and the second after six months of stay on the Antarctic base “Akademik Vernadsky”. All of motivations were summarized and reduced to three types of reason for professional activity: monetary, social and spiritual. At the beginning of the expedition the spiritual type prevailed then the social type and monetary type took the last place for all age groups. The repeated study revealed an increase for all types of motivation relative to the first study. Thus, the life and professional activity in extreme conditions strengthens one's own professional hardiness and faith in the people around. It was revealed that the main type of motivation for the middle age group was monetary. At the same time the high levels of spiritual and social types of motivation do not reduce the role of monetary motives. The last have been remains a catalyst which capable of increasing the efficiency of professional activity. The obtained results can be applied not only for planning expeditionary activities in long-term Antarctic expeditions, but in the military and sports psychology.

Keywords: Antarctic expeditions, age groups, extreme activity, motivation, professional activity, extreme sports.

Yadviha Pasichnyk,

Professor at the Department of Economic and Mathematical Modelling,

The National University of Ostroh Academy,

Honoured Worker of Education of Ukraine

MATHEMATICAL TRAINING PROBLEMS OF THE FUTURE PRIMARY SCHOOL TEACHERS

The article characterizes the problems associated with the increasing of the level of mathematical training of future primary school teachers, identifies the tasks of its improvement and ways of their implementation, emphasizes that the acuteness of the problem of mathematical training of future teachers and the effectiveness of its solution depends on a group of factors, both external and internal. Moreover, the article ensures the increase in the level of mathematical and methodical training of future primary school teachers.

Keywords: academic performance of schoolchildren, teacher’s qualification level, mathematical and theoretical knowledge, methodological skills, professional orientation, culture of mathematical thinking and speech, mathematical terminology, motivation of educational activities, factors of educational effectiveness.

Nataliia Hordynia,

Candidate of Psychological Studies,

Deputy Director of the Regional Training Centre of the Kyiv region

MEANINGFUL ORIENTATIONS AND COPING STRATEGIES IN THE PROFESSIONAL ACTIVITIES OF CIVIL SERVANTS IN THE CONDITIONS OF WAR

The article is devoted to the analysis of meaningful life orientations, coping strategies and stress factors in the professional activities of civil servants. It was analyzed that civil servants in wartime use coping strategies based on their personal experience (personal resources or coping resources). Therefore, the coping behavior of civil servants must be considered as the result of the interaction of coping strategies (methods of managing the stress factor that arise as an individual's response to a perceived threat) and coping resources (relatively stable characteristics of specialists and stress that contribute to the development of adaptive abilities of specialists).

The conducted empirical research made it possible to determine that a high level of stress resistance in civil servants indicates the presence of coping resources, which are manifested in the specialist's recognition of his role when possible critical situations arise, in the ability to effectively cope with stressful situations. This contributes to the development of adaptive psychological factors that will allow the development of the necessary behavioral coping strategies, through the understanding and definition of a potential stressor and the creation of a reserve of personal and environmental resources necessary for the success of coping behavior, personal growth, well-being and the achievement of positive professional goals.

It was also established that the respondents are not characterized by overcoming negative experiences due to purposeful restraint of emotions, minimizing their impact on the perception of the situation and choosing a behavioral strategy. For civil servants, it is important to overcome negative experiences by subjectively reducing the significance of a problematic situation and analyzing the level of emotional involvement in it, as well as the synthesis of information, the choice of possible options for solving critical situations and risk avoidance.

The meaningful life orientations of civil servants during martial law are aimed at such key components as: security, motives for independent choice of activities during military operations, self-realization in professional activities, and the development of emotional, motivational, and behavioral components.

Keywords: meaningful life orientations, coping strategies, civil servants, martial law, stress, professional competencies.

Viktor Moskalets,

Doctor of Psychology, Professor,

The Head of the Department of General and Clinical Psychology,

Vasyl Stefanyk Precarpathian National University

THE “SUB-SENSE” CONCEPT IN THE LOGOTHERAPY OF GRIEF AND TORMENT OF CONSCIENCE

The article presents results of the study of the ‘sub-sense’ concept in the logotherapy of grief and torment of conscience. To overcome the frustration of the grief of loss (death) and torment of conscience caused by the irretrievably lost opportunity to manifest sincere love for the deceased, the subject can accept the ‘sub-sense’ – faith in God, which gives hope of the existence of the possibility of meeting the dear deceased ‘there’. This applies to both agnostics and atheists. Faith itself protects sincere believers from such frustration. If an agnostic, overwhelmed by such frustration, mistrusts priests, then a psychotherapist can and must draw him to the Super-Meaning, just like an atheist. He should offer such a person rationally balanced arguments regarding the quite possible existence of the Supernatural World, whose personified subjects (God, angels, saints) ‘patronize’ our earthly world from the positions of love for it and care for it, which gives a high meaning to the existence of humanity and of every person, and thus gives optimistic hope for a happy end to earthly suffering, including a meeting ‘there’ with the dead. These arguments are based on those facts, the latest scientific discoveries, which testify in favour of the possibility of the existence of such a supernatural world. The frustration of the grief of loss and torment of conscience are conducive to the subject’s acceptance of such arguments because they correspond to his urgent need to relieve his oppressive burden.

Frustration of torment of conscience, similar to frustration of grief of loss, is due to irreversible loss – there is no hope of nullifying the evil for which the subject is tormented by his conscience, because it was committed in the past, and the past cannot be returned or changed. However, sincere remorse, which is the main content and meaning of these torments, psychologically separates the subject from their cause – the evil he committed – through his authentic personal identification with high spiritual and moral values (goodness) in the process of correlating them with the evil caused, which at the same time is the development of his morality. Reborn in this way, the subject’s soul seeks to effectively atone for the evil he committed – to create the good. Therefore, a psychotherapist should help a person who is tormented by conscience to choose not self-punishment by self-destruction, but sincere atonement for the evil he caused by charity, first and foremost, directly or indirectly, in relation to those persons who suffered from this evil. The key event in the psychological dynamics of such a choice is the repulsion of altruistic love and care, and thus, the filling of the subject’s soul with the bright energy of affection with the power of responsibility, care, and sacrifice. If this happens at the same time as a sincere agreement with a rational argumentation of the possibility of the existence of the Transcendent, in which meetings with deceased dear people are possible, the frustration of the grief of loss and torment of conscience are significantly weakened. That is, the motivationaldynamic complex of faith-hope-love, based on an authentically personal acceptance of ‘sub-sense’, causes a tangible and permanent psychotherapeutic effect here and now. Belief in ‘sub-sense’ is extremely valuable in terms of psycho-hygiene, psycho-correction, psychotherapy, because it sets up optimistic hope and true love that heals the human psyche. And this is a guarantee of the effectiveness of its application in logotherapy of all manifestations of ‘existential despair’.

Faith in God acquires enormous spiritual power if its subject has experienced the grace of conversion, the superpowerful peak of which is religious ecstasy. Unfortunately, it is impossible to acquire such a grace by mental and wilful efforts. But even the so-called rational, ‘only by reason’ belief in God can be a reliable basis for subjective self-defence against the frustrations of hopelessness, hopelessness, grief at losses, torment of conscience, etc.

Keywords: grief of loss (death), torment of conscience, logotherapy, rational argumentation of ‘sub-sense’/ faith in God, possibility of existence / existence of possibility, emotion of sacrificial love (agape).

Liana Spytska,

PhD in Law, Doctor in Psychology,

Professor at the Department of Practical

Psychology and Social Work of the Volodymyr Dahl East Ukrainian National University

MENTAL PERSONALITY DISORDERS: CURRENT STATE OF THE PROBLEM STATEMENT

The purpose of the research work was to determine the characteristics of external driving factors that lead to the development of destructive neoplasms in the mental activity of an individual, as well as to identify internal determinants that provoke violations in the behavioural an cognitive-emotional spheres of a person. At the same time, it became important to determine modern ways of supporting the mental health of an individual to ensure the process of restoring his social and psychological ties in society. The research paper presents data that reflect the current state of the problem of mental disorders of the personality in the global space, highlight their ethology and describe effective approaches to combating them. The obtained results of the scientific research are significant for workers in the psychological field, who implement their professional activities in psychotherapeutic practice, as well as for teachers and social organizations for a comprehensive understanding of the symptoms and course of mental disorders of the personality and directions of therapy.

Keywords: self-regulation; behavioural disorders; emotional imbalance; therapy; drug treatment.