№18/2025
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Ihor Pasichnyk,
Doctor of Science in Psychology,
Professor, President of the National University of Ostroh Academy
ORCID-ID: https://orcid.org/0000-0001-7785-2584
Oksana Matlashevych,
Doctor of Psychology, Associate Professor at the Department of Psychology
of the National University of Ostroh Academy
ORCID: 0000-0002-8742-5161
Roman Hushchuk,
postgraduate student at the Department of Psychology
of the National University of Ostroh Academy
ORCID: 0009-0001-4501-6722
THE ROLE OF METACOGNITIVE BELIEFS IN
EMOTIONAL AND VOLITIONAL SELF-REGULATION OF DOCTORS
IN WAR CONDITIONS
The article examines the role of metacognitive beliefs in the emotional and volitional self-regulation of doctors working in war conditions and experiencing increased professional and psychological stress. The theoretical part highlights contemporary views on self-regulation as a dynamic cyclical process that includes planning, monitoring, and post-action reflection. Particular attention is paid to the metacognitive component, in particular, a person's beliefs about their own thinking and emotional responses, which are key determinants in the choice of emotional regulation strategies.
The aim of the empirical study was to determine the existence of links between metacognitive beliefs and the emotional and volitional regulation of doctors, as well as to identify differences in these indicators depending on the frequency with which they provide medical care to military personnel and veterans. Thirty-two doctors of various specialties participated in the study. Three psychodiagnostic methods (MCQ-30, ERQ, Hall's test) were used, and correlation and regression analysis was performed.
The results showed that cognitive reappraisal and self-motivation are significantly associated with positive metacognitive beliefs about anxiety. In contrast, maladaptive beliefs about the uncontrollability of thoughts, excessive need to control thoughts, and cognitive uncertainty were found to be associated with a tendency to suppress emotional expression.
A comparative analysis showed that doctors who often work with military personnel and veterans have higher average scores on all five scales of metacognitive beliefs, especially on the scales of “negative beliefs about the uncontrollability of thoughts,” “cognitive uncertainty,” and “need to control thoughts.” . This may indicate increased emotional stress, internal tension, and reduced psychological flexibility in this group of specialists.
It was concluded that the development of positive metacognitive beliefs is a potential resource for strengthening the emotional and volitional self-regulation of doctors, as well as an important condition for the prevention of professional burnout in conditions of chronic stress.
Keywords: self-regulation, emotional regulation, metacognitive beliefs, doctors, medical workers.
Mariia Avhustiuk,
Doctor of Psychological Sciences, Associate Professor,
Professor at the International Relations Department,
The National University of Ostroh Academy
ORCID: 0000-0002-9510-5715
Volodymyr Demydiuk,
PhD (Doctor of Philosophy) in the Specialty 053 “Psychology”,
Deputy Commander of the Troops of the Operational Command “West” for Personnel Psychological Support,
Head of the Personnel Psychological Support Directorate\
ORCID: 0000-0003-0646-4271
Valerii Borysenko,
PhD Student of the Department of Psychology,
The National University of Ostroh Academy
ORCID: 0009-0002-2047-8768
THE ROLE OF RUMINATION AS A MODERATOR IN THE RELATIONSHIP BETWEEN EMOTIONAL REGULATION AND PSYCHOLOGICAL RESILIENCE: A THEORETICAL ANALYSIS
The paper examines rumination as a key psychological factor moderating the relationship between emotional regulation and resilience to stress.
Rumination is defined as a tendency towards obsessive and repetitive focus on negative experiences, past events, or one’s own emotional responses. This style of thinking, as demonstrated by numerous studies, can significantly undermine the effectiveness of emotional regulation, reduce cognitive flexibility, and hinder adaptation to stressful circumstances.
In addition, the paper considers contemporary theoretical models of resilience, which conceptualise it as a multidimensional construct encompassing cognitive, emotional, social, behavioural, and neurophysiological components. Two principal approaches to understanding resilience are explored: one viewing it as a stable personality trait, and the other as a dynamic process of recovery following exposure to stress. Particular attention is paid to the mechanisms through which rumination may increase vulnerability to stress, especially through the disruption of emotional self-regulation, maladaptive interpretation of events, and suppression of positive reappraisal.
The paper argues for the necessity of accounting for ruminative patterns in both the assessment of psychological resilience and the design of preventive and corrective interventions aimed at enhancing individuals’ adaptive potential. Promising directions for further research include the exploration of the interplay between rumination and motivational, emotional, and cognitive processes; the influence of social environments and digital tools on its regulation; and the expansion of research samples across different age, occupational, and cultural groups to improve the overall validity of findings.
Keywords: rumination; emotional regulation; psychological resilience; stress; cognitive flexibility; social support.
Eduard Balashov
Doctor of Psychological Sciences, Professor
The National University of Ostroh Academy
ORCID:0000-0002-6486-0494
Sofia Lozyuk
student of the second (master's) level of higher education, specialty 053 "Psychology",
The National University of Ostroh Academy
ORCID: 0009-0008-9475-6058
PSYCHOLOGICAL ASPECTS OF POST-TRAUMATIC STRESS DISORDER: KEY THEORIES AND MODERN CONCEPTS
Post-traumatic stress disorder (PTSD) is a complex psychological condition that develops as a response to traumatic experiences, significantly affecting emotional stability, cognitive functioning, and overall well-being. Initially recognized in the 20th century, PTSD has evolved into a distinct clinical diagnosis, characterized by persistent intrusive memories, emotional avoidance, heightened arousal symptoms, and profound disruptions in daily life. This article provides a theoretical analysis of PTSD, examining its historical development, defining characteristics, and key conceptual approaches. It explores major psychological theories that explain PTSD, including neurobiological and psychosocial foundations, while considering the role of individual resilience and external stressors. Particular attention is paid to the distinction between PTSD and complex PTSD (CPTSD), focusing on their diagnostic criteria, symptomatology, and long-term effects on mental health.
Beyond individual psychological factors, the article discusses interpersonal and social determinants of PTSD, including the consequences of prolonged stress exposure, the influence of environmental triggers, and the role of emotional regulation in trauma recovery. Clinical perspectives highlight the challenges of diagnosing PTSD, especially given variations in symptom expression across different populations. Furthermore, this study reviews evidence-based therapeutic interventions aimed at mitigating trauma symptoms, ranging from cognitive-behavioral strategies to neurophysiological treatment approaches.
Given the increasing prevalence of PTSD across diverse contexts—including war zones, natural disasters, and cases of interpersonal violence—there remains a need for further research to refine diagnostic tools and treatment methodologies. The findings presented in this article contribute to the ongoing academic discourse on trauma-related disorders, emphasizing the necessity of comprehensive rehabilitation strategies. Understanding the underlying mechanisms of PTSD and CPTSD is essential for improving mental health outcomes and addressing trauma-induced psychological disruptions in both clinical and societal contexts.
Keywords: post-traumatic stress disorder (PTSD); complex post-traumatic stress disorder (CPTSD); psychological trauma; emotional regulation; cognitive distortions; neurobiological mechanisms; psychosocial factors; PTSD diagnosis and therapy; psychosocial support; stress vulnerability.
Halyna Handzilevska,
Doctor of Psychology, Professor, Professor of the Department of Psychology
The National University of Ostroh Academyт(Ukraine)
Department of Psychology Faculty of Education,
Matej Bel Universitа Banská Bystrica (Slovakia)
ORCID: 0000-0002-6137-8344
Veronika Tsurkan,
Master of Psychology, рrivate рractice рsychologist
ORCID: 0009-0001-2049-0073
Mgr. PhDr. Eva Škorvagová,
PhD. in Psychology, KBT therapist, supervisor,
Associate professor, Department of Educational Studies Faculty of Humanities,
The University of Žilina, Žilina (Slovakia)
ORCID: 0000-0001-8626-7539
METACOGNITIVE TECHNIQUES IN THE CONTEXT OF MENTAL HEALTH SELF-SUPPORT AMONG SCHOOL TEACHERS
This article explores the issue of mental health among teachers in general secondary schools. Particular attention is given to the role of emotional habitual subjective well-being in maintaining mental health. Based on the application of the «Mental Health Continuum – Short Form» (MHC-SF) by K. Keyes (adapted by E. L. Nosenko and A. H. Chetveryk-Burchak), 54% of the participants were found to be in a state of «flourishing», 40% in a «moderate» state, and 6% in a state of «languishing».
It is emphasized that only 13% of respondents experience hedonic well-being on a daily basis, which reflects their interest in life and satisfaction with it, 8% experiencing social well-being, related to a sense of belonging to a social group and feeling significant in society, 25% - psychological well-being, associated with a sense of purpose and meaning in life.
At the same time, results obtained using the «Scale of Emotional Habitual Subjective Well-Being» (SEHP) (Džuka & Dalbertová, 2002) indicate that despite the challenges of the ongoing Russian-Ukrainian war, respondents are still able to experience positive emotional states, although feelings of fear, sadness, and pain are reported «from time to time». Correlational links identified between mental health indicators and emotional habitual subjective well-being, as well as the theoretical rationale for the resource potential of metacognitive techniques in this area, confirm the importance of correcting metacognitive beliefs to support mental health stability. Accordingly, an algorithm for working with specific metacognitive techniques is proposed, including diagnostic («awareness of one’s thoughts and beliefs») and corrective («intentional work with those thoughts and beliefs») stages. The article emphasizes that the suggested metacognitive techniques can be used by teachers both for self-support and within their pedagogical practice, particularly during morning meetings with students at school.
Keywords: mental health, emotional well-being, metacognitive techniques, teachers, self-support
Yurii Kostiuk,
PhD Student of Psychology,
The National University of Ostroh Academy
ORCID: 0009-0007-7512-5018
SOCIO-PSYCHOLOGICAL PREDICTORS OF PTSD IN YOUTH IN WAR CONDITIONS
The article analyses such sociopsychological predictors of PTSD as fear of war, social support, resilience (stress tolerance), and media exposure to war. It was found that fear of war is the primary source of social tension, changes behavioural patterns, and causes a physical sense of danger. It was found that strategies for coping with stress depend on both personal and external factors. Furthermore, it has been proven that for young people in front-line zones, traumatic events cause intense emotional experiences due to psychological and social immaturity. Social isolation, constant environmental stress, and forced displacement complicate the situation. At the same time, support from family, loved ones, and an educational institution can mitigate the effects of stress, contributing to the development of life skills and stress tolerance. It has been studied that even in regions remote from war, anxiety levels can remain high due to individual characteristics, such as a hereditary predisposition to depression or media exposure to war. It is especially true for young people, who are more sensitive to the impact of traumatic events and harmful information content.
Keywords: predictors of PTSD, fear of war, social support, resilience (stress tolerance), and media exposure to war.
Yuliia Kotovska,
PhD Student of Psychology,
The National University of Ostroh Academy
ORCID: 0000-0001-5928-8561
FEATURES OF EXPERIENCING TRAUMATIC EVENTS AND POST-TRAUMATIC GROWTH IN STUDENTS: RESULTS OF EMPIRICAL RESEARCH
This article examines the psychological consequences of war-related trauma among Ukrainian students, focusing on both post-traumatic stress disorder (PTSD) and post-traumatic growth (PTG). Drawing upon three waves of empirical research conducted over the course of the first three years of the full-scale war in Ukraine, the study explores dynamic changes in students' trauma responses and adaptive capacities over time.
The research involved quantitative methods and the application of validated diagnostic tools, including a primary PTSD screening, a self-assessment PTSD scale (PCL-C), and the Posttraumatic Growth Inventory. The total sample included 395 participants across three stages: 206 in the first, 121 in the second, and 68 in the third. Statistical analysis revealed a significant decrease in PTSD symptoms between the first and second stages, indicating a possible desensitization or adaptation process.
In terms of PTG, the findings demonstrate a non-linear trajectory. While the initial response showed an increase in growth indicators, a notable decline was observed at the second stage, followed by renewed growth in specific dimensions—particularly in personal strength—by the third year. At the same time, certain domains, such as spiritual changes and value reorientation, exhibited a decline, possibly reflecting emotional fatigue or shifts in meaning-making mechanisms.
These results highlight the complexity of trauma adaptation in youth and suggest that PTG is a multi-phase, dynamic process influenced by personal and contextual factors. The study emphasizes the importance of longitudinal approaches in trauma research and the need for tailored psychological support strategies aimed at fostering resilience and personal growth in young populations affected by war.
Key words: post-traumatic growth, PTSD, student youth, full-scale war.
Natalia Kulesha,
PhD in Psychology, Associate Professor,
Department of Psychology
National University “Ostroh Academy”,
ORCID: 0000-0001-9486-1669
Ihor Pasichnyk,
Doctor of Science in Psychology, Professor, President
of the National University of Ostroh Academy
ORCID: 0000-0001-7785-2584
THEORETICAL AND METHODOLOGICAL ASPECTS OF THE CONCEPT OF PSYCHOLOGICAL REHABILITATION
This article is dedicated to a comprehensive theoretical and methodological analysis of the concept of "psychological rehabilitation" within contemporary scientific discourse. The authors emphasize the growing importance of psychological rehabilitation in the context of modern social challenges, such as wars, natural disasters, and the proliferation of chronic diseases and psychological disorders. Despite significant progress in this field, the article highlights existing problems, including: the ambiguity of the term, the lack of unified effectiveness criteria, the fragmentation of methodological approaches, insufficient consideration of the socio-cultural context, and issues of interdisciplinary interaction. The article presents an analysis of recent research and publications by both Ukrainian (Dihun I., Zhurba M., Tsarenko L., Romanovska L., and others) and international Monden K., Trost Z., Scott W., Bogart K., Driver S. (2017), Sánchez J., Rosenthal D., Tansey T., Frain M., Bezyak J. (2010), Stiers W. (2016), Tackett M., Nash L., Stucky K., Nierenberg, B. (2016), Various approaches to defining psychological rehabilitation, its goals, and objectives are examined. The article specifically addresses the peculiarities and characteristics of psychological rehabilitation, taking into account its different stages and phases, particularly from a theoretical and applied perspective, as researched by Dub V., Koval V., Kisarchuk Z., Tytarenko T., Fushtey O., and others. The authors thoroughly analyze the understanding of psychological rehabilitation as a complex, integrative, and multidimensional process aimed at restoring mental health, correcting states and behaviors, and developing an individual's psychological resources. The importance of normalizing mental state, harmonizing the "self-image," restoring communication skills, and adapting to society is underscored. Particular attention is given to the axiological approach, which helps combatants re-evaluate their experiences and find new meanings in life.
Keywords: psychological rehabilitation, mental health, trauma, PTSD, adaptation, military personnel, complex approach, socio-cultural context, theoretical and methodological analysis.
Vadym Lyubomyrskyi,
Lecturer, PhD Student of Psychology,
The National University of Ostroh Academy
ORCID 0000-0002-6658-0795
Iryna Lys
Student,
The National University of Ostroh Academy
ORCID 0009-0003-2618-2439
THE ROLE OF METACOGNITIVE BELIEFS IN THE FORMATION OF PTSD SYMPTOMS: AN EMPIRICAL STUDY OF MILITARY SERVANTS
In this article, we analyzed contemporary studies highlighting the phenomena of metacognition, metacognitive beliefs, PTSD, coping strategies, and meta-anxiety. We analyzed current research on this topic and the relationship between metacognition and its impact on PTSD symptoms. We also made suggestions for further research on this topic and the use of the data obtained to develop rehabilitation and prevention programs aimed at reevaluating metacognitive beliefs in order to develop the ability to adapt.
The results of our study are based on the PCL-M, MCQ-30, MWQ, and Lazarus Coping Test of a sample of 100 respondents aged 22 to 58 who are military personnel with combat experience. The survey was conducted throughout April 2025 using Google Forms survey software.
Keywords: PTSD, metacognitive beliefs, coping strategies, meta-anxiety.
Oleksandr Novikov
PhD Student of Psychology,
The National University of Ostroh Academy
Eduard Balashov
Doctor of Psychological Sciences, Professor
The National University of Ostroh Academy
A MODEL FOR MONITORING AND MANAGING THE PSYCHO-EMOTIONAL STATE OF MILITARY PERSONNEL AS A MEANS OF PREVENTING AND OVERCOMING POST-TRAUMATIC STRESS DISORDER
The article discusses the problem of the psycho-emotional state of military personnel and the development of post-traumatic stress disorder (PTSD), which is one of the most common problems of modern military conflicts. PTSD negatively affects the combat capability of the military, their social adaptation and quality of life after returning to civilian life. It has been determined that a significant number of PTSD cases remain undiagnosed due to the lack of effective systems for monitoring and supporting the psycho-emotional state.
The study proposes a model for monitoring and managing the psycho-emotional state of military personnel, which includes the use of psychodiagnostics, emotion scaling, physiological monitoring and psychological interventions to identify and overcome the disorder. Particular attention is paid to approaches to such components of the model as emotional self-regulation, cognitive restructuring, and the use of relaxation methods to ensure a stable psycho-emotional state of servicemen. In developing this model, we have taken into account national and international standards and proposed practical interventions aimed at reducing risks and improving the mental state of servicemen.
Keywords: psycho-emotional state, military personnel, post-traumatic stress disorder, monitoring, psychological resilience, cognitive rethinking.
Iryna Pasko,
PhD (Hist), Associate Professor of department of Armed Forces Medical Support of the Ukrainian Military Medical Academy
ORCID: 0009-0008-9936-9671
Yulia Tretiakova,
PhD (Ps), Lecturer at the Department of Military Psychiatry and Medical Psychology of the Ukrainian Military Medical Academy
ORCID: 0000-0002-1369-0843
ANALYSIS OF THE FUNCTIONING OF THE SYSTEM OF PSYCHOLOGICAL ASSISTANCE TO VETERANS IN THE USA AND GREAT BRITAIN AND ORGANIZATION OF COMPREHENSIVE MEASURES TO PROTECT MENTAL HEALTH IN THE ARMED FORCES OF UKRAINE
The main objective of this study is to identify the main problems in the functioning of the mental healthcare system in the Armed Forces of Ukraine, taking into account the basic principles of the Ukrainian law "On the Mental Healthcare System in Ukraine" (2025) and the experience of Ukrainian clinical psychologists and their American and British counterparts. The article aims to provide a scientific basis for studying the practical experience of providing comprehensive psychological support to veterans of combat operations in the USA and Great Britain. The article critically evaluates the activities of veterans' associations in the United States and charities in the United Kingdom with regard to counselling and treating veterans with mental health issues. An analytical study of the experiences of American and British psychologists has shown that participation in military conflicts, whether long-term (e.g. Vietnam, Iraq and Afghanistan) or short-term but high-intensity (e.g. the Falklands War), results in an imbalance of the nervous system. This generally leads to a deterioration in mental health, significantly affecting working capacity, combat readiness and subsequent relationships within families and wider society. In the context of the Russian-Ukrainian war and its aftermath, the active participation of the public (through volunteer associations and charitable foundations) and the professional activities of clinical psychologists in restoring the mental health of Ukrainian servicemen are becoming particularly relevant. A promising area of research is improving the professional training of clinical psychologists, based on the latest scientific and practical developments by Ukrainian psychologists, as well as their colleagues and partners from leading NATO member countries.
Keywords: mental health of military personnel, psychological assistance, post-traumatic stress disorder, military psychology, history of clinical psychology
Elizaveta Tymoshchuk,
Senior Lecturer,
The National University “Ostroh Academy”
ORCID: 0000-0002-0619-6724
Ruslana Kalamaz,
Doctor of Psychological Sciences, Professor,
The National University “Ostroh Academy”
ORCID:0000-0002-2051-0732
FEATURES OF FUTURE TEACHERS' SELF-REGULATION IN CONDITIONS OF UNCERTAINTY
The article presents the results of a comprehensive empirical study of the structural-functional organization of self-regulation in future teachers under conditions of uncertainty. A five-level model of self-regulation is proposed (value-semantic, metacognitive, cognitive, emotional-communicative, and adaptive-behavioral levels), and its empirical verification was conducted on a sample of student teachers (N = 99). Systemic correlational relationships were identified between the levels of self-regulation (action control) and indicators of the proposed structural-functional dimensions, indicating the systemic nature of self-regulation as an integrative construct that accumulates value-motivational, metacognitive, cognitive, emotional-communicative, and behavioral components of the personality.
The findings support the need to develop a formative program as a holistic system for enhancing self-regulation in future educators, aimed at overcoming uncertainty through the integration of value-semantic, emotional, cognitive, metacognitive, and adaptive-resource levels. The results highlight the importance of targeted psychocorrectional interventions focused on reducing meta-worry, enhancing confidence in one's cognitive processes (especially metamemory), and restructuring beliefs about anxiety.
The study yielded relevant evidence of the multi-level organization of self-regulation functioning as a holistic system that integrates action control with value-semantic, metacognitive, cognitive, emotional, and behavioral components. The most significant moderate correlations between action orientation and state orientation at the general level of self-regulation underscore the importance of motivational processes, particularly intrinsic motivation (0.588**) as a key predictor linked to initiative and autonomy. Rational-analytical style, reflecting both a striving for logical solutions and openness to novelty and uncertainty, showed a positive relationship with action control (0.448**), as did the intuitive style (0.397*), suggesting that analysis and intuition jointly facilitate adaptive responses to change. Emotional intelligence and emotion regulation also emerged as significant predictors of action orientation (0.264*, 0.239*).
Conversely, maladaptive coping strategies (escape/avoidance (−0.592*), distancing (−0.394*)), external negative motivation (−0.477*), and maladaptive metacognitions (e.g., lack of cognitive confidence (−0.406*)) negatively predicted action control. Elevated personal anxiety (−0.353*) and meta-worry (β = .509, p < .001) further diminished self-regulation capacity. Meta-worry, negative metacognitive beliefs (β = .361, p < .001), and low cognitive confidence (β = .250, p = .007) were the strongest predictors of situational anxiety, emphasizing the central role of metacognitive dysfunction in reducing regulatory effectiveness in future teachers.
Keywords: self-regulation, tolerance for uncertainty, metacognition, coping strategies, motivation, emotional intelligence, prospective teachers
Kostiantyn Babak
Candidate of Psychological Sciences (Ph.D.),
Docent, Associate Professor of the Department of General Psychology, Psychodiagnostics and Psychotherapy
Rivne State University of the Humanities
ORCID: 0000-0003-0033-8784
Ruslan Kulakov
Candidate of Psychological Sciences, Docent, Associate Professor
Developmental and Educational Psychology Department
Rivne State University of the Humanities
ORCID: 0000-0003-0033-8784
THE ROLE OF PSYCHOCORRECTION AND TRAINING IN THE DEVELOPMENT OF SOFT SKILLS IN FUTURE PSYCHOLOGISTS IN THE CONTEXT OF SOCIAL, DEVELOPMENTAL, AND EDUCATIONAL PSYCHOLOGY
The article examines the impact of psychocorrectional methods and socio-psychological training on the development of soft skills. The importance of integrating these methods into the educational process is emphasized as a means of fostering psychological resilience and effective social interaction. Theoretical foundations of integrating social, developmental, and educational psychology into the process of psychocorrection and training work with youth are explored. The feasibility of applying a comprehensive psychological and pedagogical approach to the development of an individual’s adaptive potential in the educational environment is substantiated. The article emphasizes that the development of soft skills is a crucial aspect of personal growth and adaptation in the modern world. It is noted that psychocorrectional methods and socio-psychological training are effective tools in this process. The authors highlight that the combination of psychocorrection and socio-psychological training in working with students is an effective means of developing soft skills. Researchers point out that one of the most effective tools for developing soft skills is psychocorrection—a system of targeted influences on the individual aimed at optimizing emotional states, behavioral patterns, and thinking. In combination with socio-psychological training, which is based on group interaction and the simulation of real-life situations, psychocorrection activates inner personal resources, promotes deeper self-awareness, and fosters the development of constructive social behavior skills.
Scholars have identified that in the context of modern psychological education and practice, psychocorrection is viewed not only as a tool for overcoming emotional or behavioral difficulties, but also as an effective means of developing soft skills. Psychocorrectional methods such as cognitive-behavioral therapy, art therapy, body-oriented techniques, and socio-psychological training contribute to the formation of emotional intelligence, communication abilities, critical thinking, stress resilience, and self-reflection.
The article notes that psychological training programs provide a safe space for self-exploration, working through internal barriers, and practicing new patterns of interpersonal behavior. In the context of training future psychologists, such programs serve as a platform for the development of professional identity, ethical and emotional maturity, as well as the acquisition of tools for self-regulation.
Keywords: psychocorrection, soft skills development training, socio-psychological training, social psychology, developmental and educational psychology.
Liliia Bielousova,
Director, trainer of programs for adults and children "Conscious Parenting", Gresham, USA,
ORCID:0009-0005-8627-409X
Liudmyla Vesper,
CEO of the Information&research agency «Ukraine intellect», East-European Institute for Psychology (Ukraine –France) Montpellier, France; ORCID:0000-0002-4448-9851
AN OVERVIEW OF THE PROBLEM OF FORMING BEHAVIOURAL MODELS IN THE EDUCATIONAL PROCESS OF PRESCHOOL CHILDREN
The purpose of the study: to carry out a comprehensive analysis of modern approaches to the formation of behavioral models in the educational process of preschool children in terms of the formation of a holistic harmonious personality. Objectives of the study:
1. To highlight the peculiarities of 3-8 years child’s development. To actualize entering school period as a very important stage, and as not sufficiently studied.
2. To review sources, modern approaches to the formation of educational methods, programs for preschool children.
3. Identify existing problems in achieving the Sustainable Development Goals, in particular, in terms of children's rights.
4. To propose solutions to the identified problems of the educational process.
The article is dedicated to the development of the preschool child from a holistic approach to the nurturing of the future personality. Physical, mental and intellectual development is seen as a complex of interrelated factors in the education of a social individual.
Particular attention is paid to children's development in the preschool and early school years, as these influence cognitive functions and contribute to the formation of social behavior.
The literature review highlights current trends and developments in the field of cognitive psychology, particularly in approaches to the issue of personality development, the development of individual talents from an early age. The article presents the results of original and academic research, summarizes the achievements of cognitive psychologists, psychologists, neuroscience and educators; it also reviews scientific and technical reports at the international, regional and national levels.
The article presents an example of the author's innovative educational technology ‘The World in Your Palms’, which has been tested in school classrooms and student audiences.
Based on the analysis and synthesis of scientific literature, the article highlights the insufficiently studied features of children's development in the period 3-8 years, especially at the stage of school entry.
The article considers methods of monitoring and evaluating the results achieved, as well as methods of identifying inconsistencies, obstacles and shortcomings in meeting the standards of child care in the international educational space. The problem of correcting the behavior of children who have experienced war is highlighted separately.
Scientific methods: analysis of academic, scientific and original research, meta-analysis, literature review, technical reports; literature on curricula and methods; comparative analysis of the formation of behavioral models for different categories of children; highlighting the problem of children with war experience and justifying the need to introduce additional criteria and indicators for diagnosing and correcting their condition.
Keywords: behavioral models, cognitive psychology, early development, child rights, innovative educational technologies, psycho-physical development, social skills.
Viktoriia Voloshyna-Narozhna
Ph.D., Associate professor
Department of Psychology
The National University of Ostroh Academy
ORCID: 0000-0003-0014-2853
METACOGNITIVE MECHANISMS OF SELF-REGULATED LEARNING AND THEIR ROLE IN ACADEMIC SUCCESS
The article offers a theoretical analysis of the metacognitive mechanisms involved in self-regulated learning and emphasizes their importance in achieving academic success. It highlights that metacognition—a relatively new yet crucial concept in educational psychology—has a direct relationship with effective learning activities. The study examines five main metacognitive mechanisms: metacognitive knowledge, metacognitive beliefs, metacognitive monitoring, metacognitive control, and metacognitive strategies. Together, these elements create a comprehensive system for self-regulating cognitive activity. Each component is explored through the lens of current empirical and theoretical research from both domestic and international scholars. Special attention is given to metacognitive monitoring, which serves as a vital factor influencing the accuracy of self-perception and the selection of learning strategies. The article also discusses how metacognitive beliefs can either support or hinder the self-regulated learning process, depending on their adaptability. The article also examines the impact of metacognitive control on the allocation of effort and time during learning, the effectiveness of self-testing, and the phenomenon of overestimation of one's success. It is emphasized that metacognitive strategies, such as planning, monitoring, and reflection, are key to the conscious management of learning activities. The article concludes with a generalization that the development of metacognitive mechanisms contributes to the formation of flexible, adaptive, and effective learning, and also outlines directions for further applied research. Although there is a positive correlation between the development of metacognitive mechanisms and academic success, much of the research focuses on correlational methods. These methods do not sufficiently establish cause-and-effect relationships. Therefore, the article calls for further experimental research to investigate the dynamics and effectiveness of metacognitive influences in actual educational contexts.
Keywords: metacognitive knowledge, metacognitive beliefs, metacognitive monitoring, metacognitive control, metacognitive strategies, self-regulated learning, academic performance.
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
ORCID: 0000-0001-5322-089X
APPLICATION OF COPING STRATEGIES IN ACADEMIC PERFORMANCE IN HIGHER EDUCATION
The article analyzes the use of coping strategies in educational performance in higher education. It is indicated that performance combines three key components: the bodies of participants and the performer, joint activity, and the display of results. It is shown that studying at a university during martial law affects the level of stress and anxiety of students, so the latter are forced to look for coping strategies to normalize their psycho-emotional state. Coping strategies play a significant role in a person’s adaptation to stressful life events. Since performance has several adaptive strategies, its use actualizes some coping mechanisms, which were proven during an experiment with students (n=90) of the Educational and Scientific Institute of Social and Humanitarian Management at the National University “Ostroh Academy”.
In particular, the study used the coping strategies scale (the CISS Model) by N. Endler and J. Parker to measure coping before and after the performance. Before the experiment, students used problem-oriented coping the most. After the experiment, the social distraction scale was the most prominent coping among the students. Such results showed that students actively used coping in higher education during the war. It follows that performance has the potential to strengthen social ties, which help not only to solve the tasks set but also to cope with stress. Pearson correlation analysis after the performance experiment showed that the social distraction scale has high correlation coefficients with avoidance coping (r=0.776), emotional-oriented coping (r=0.520), and the distraction scale (r=0.676). Thus, it is proven that in performance, social support is a key strategy for communication, mutual support, and decision-making, helping to cope with academic and life challenges.
Keywords: performance, performativity, coping strategies, stress resistance, higher education, students.
Kovalchuk Yuliya Vitaliivna
Lecturer, PhD Student of Psychology,
The National University of Ostroh Academy
ORCID: 0000-0003-0782-3264
METACOGNITIVE COMPONENTS OF STUDENTS COMMUNICATIVE CULTURE
The metacognitive components of communication culture include an individual's awareness of their communication processes, knowledge of communication peculiarities, and the ability to manage their own communication skills. This makes it possible to interact with others with considerable efficiency, to adjust one's communication style to different situations and to achieve goals.
In today's context of communication processes, globalization, the use of interactive technologies in learning and teaching, and the use of AI, it is extremely important to fully use knowledge of communication culture, which in turn is a meta-process that helps to realize one's own knowledge of communication culture.
Numerous researchers from various fields, such as cultural studies, philosophy, psychology, philology, and many others, have been and continue to study communication culture.
Keywords: metacognition, communicative culture, cultural intelligence
Artur Krasnopir,
PhD Student of Psychology,
The National University of Ostroh Academy
ORCID: 0009-0006-1474-8943
Anna Doroshchuk,
Master of Science in Psychology,
The National University of Ostroh Academy
ORCID: 0009-0007-1622-0306
REFLECTIVE MECHANISMS OF STUDENTS' COPING STRATEGIES
The article presents a theoretical and empirical analysis of the relationship between coping strategies and reflexive mechanisms among university students. The aim of the research was to investigate the influence of reflexive skills on students’ choice of adaptive or maladaptive coping strategies in the context of academic and external stressors. The study involved 119 undergraduate students from the National University of Ostroh Academy. The following instruments were used: the Brief-COPE questionnaire (adapted by T. Yablonska, O. Vernyk, and H. Haivoronskyi) and three diagnostic tools developed by O. V. Savchenko for assessing reflexive skills at cognitive, metacognitive, and personal levels.
Descriptive statistics revealed that the most commonly used coping strategies among students were emotion-focused coping and problem-focused coping, while avoidant coping strategies were used less frequently. Reflexive skills were found to be developed at all three levels, with the highest scores observed at the metacognitive level.
Regression analysis demonstrated that reflexive skills are significant predictors of coping behavior. Specifically, cognitive and metacognitive reflexive abilities positively predicted the use of problem-focused coping strategies. Moreover, metacognitive reflexive skills were associated with a decreased likelihood of avoidant coping. Cognitive reflexive skills were also positively associated with emotion-focused coping, whereas personal-level reflexivity showed no significant predictive power for most coping styles.
The findings indicate that developing reflexive mechanisms—particularly at the metacognitive level—can enhance students' ability to choose adaptive coping strategies, thus supporting psychological resilience under stress. These results may serve as a foundation for designing psychoeducational and developmental interventions aimed at strengthening students’ reflexive competence and promoting effective stress-coping behaviors in higher education settings.
Keywords: coping strategies, reflexive mechanisms, students, adaptability, stress, reflexive skills, cognitive level, metacognitive level, personal level.
Mariana Nechyporuk
Senior Lecturer at the Department of National Security and Political Science,
National University of Ostroh Academy, Ukraine
ORCID: 0000-0003-0253-9109
Volodymyr Romaniuk
PhD Student in Psychology (third level of higher education),
National University of Ostroh Academy, Ukraine
ORCID: 0009-0001-4188-2279
COGNITIVE AND METACOGNITIVE INFORMATION ACQUISITION STRATEGIES AS THE BASIS FOR SELF-REGULATED LEARNING
The article investigates the interrelation between cognitive and metacognitive learning strategies and motivation as key components of self-regulated learning. The relevance of this research is underlined by the challenges posed by modern educational environments, including the COVID-19 pandemic, war-related stressors, and the integration of artificial intelligence into learning contexts. The authors emphasize that excessive reliance on digital technologies may lead to diminished self-regulation skills, loss of motivation, and limited critical thinking capacity.
The purpose of the article is to outline the theoretical and methodological foundations of the continuity of self-regulated learning in the context of the relationship between cognitive and metacognitive strategies. It aims to identify the most significant components for developing a theoretical model of metacognitive control.
The article presents a comprehensive literature review, referring to both classical and contemporary studies on educational strategies, cognitive development, and metacognitive awareness. The authors describe how cognitive strategies—such as repetition, summarizing, note-taking, and organizational techniques—support knowledge acquisition. They also emphasize the role of metacognitive strategies, which include planning, monitoring, and regulation of learning.
The research addresses how students process, store, and retrieve information by utilizing internalized strategies, highlighting the importance of personalized and intentional learning behaviors. Attention is given to taxonomies, such as Bloom’s taxonomy and Cohen’s classifications, to frame strategic approaches. Furthermore, various learning tools such as mind maps, the method of loci, the Cornell note-taking system, and the keyword method are discussed in their contribution to cognitive enhancement.
One of the core conclusions of the article is that metacognition enables students to select and adjust learning strategies based on task complexity, context, and individual needs. The authors argue that cognitive strategies cannot be fully effective without metacognitive awareness, and teaching students about the function and application of these strategies enhances their academic performance and long-term motivation.
The study concludes with a recommendation to embed strategy instruction—particularly metacognitive strategy training—into higher education curricula. Such integration not only strengthens student autonomy and learning efficacy but also prepares future professionals for adaptive and resilient thinking in uncertain and dynamic environments.
Keywords: self-regulated learning, cognitive strategies, metacognitive strategies, information processing, continuity, academic motivation, metacognitive control.
Olena Ratinska
Lecturer
The National University of Ostroh Academy
ORCID: 0000-0002-3005-3328
FACTOR MODEL OF PSYCHOLOGICAL IMMUNITY TO CYBERBULLYING IN YOUNGER SCHOOL-AGE CHILDREN.
The article is dedicated to the analysis of a multifactor empirical model of the development of psychological immunity to cyberbullying among younger school-age children. The empirical model was constructed based on data obtained from a survey of 238 younger school-age children from schools across Ukraine. The empirical toolkit included: Phillips diagnosis method of school anxiety; R. Cattell’s test (children’s version, adapted by E. M. Aleksandrovska); the “Emin” emotional intelligence questionnaire in the Ukrainian adaptation by O. Veritova; a modified version of A. V. Karpov’s method for diagnosing the level of reflexivity development for younger school-age children, adapted by M. V. Maksymov; and the “House-Tree-Person” test by R. Belyauskaite. Thirty-two scales related to the theoretical model of psychological immunity were selected. The research findings established that the empirical model is five-factorial and demonstrates a high level of structural validity, with a cumulative informativeness accounting for 72% of the variance. Factor 1: "Emotional Resilience" encompasses scales of general anxiety, experiences of social stress, and fears in social situations. Factor 2: "Self-Regulation" includes scales related to the ability to regulate one’s own emotions and maintain self-control. Factor 3: "Self-Esteem" covers scales reflecting feelings of insecurity and self-criticism. Factor 4: "Social Competence" comprises social interaction skills and the level of conflict-proneness. Factor 5: "Diligence" involves scales associated with responsibility and conscientiousness. In this context, psychological immunity to cyberbullying can be regarded as a multifactorial system based on a combination of several key personal resources. Emotional resilience is the ability to effectively cope with stressful situations and resist fear of social evaluation. Self-regulation refers to the ability to control one’s emotions, respond appropriately to provocations, and reduce the intensity of negative experiences. Positive self-esteem involves a sense of self-worth, self-acceptance, and confidence in one’s abilities, enabling the child to remain resilient against negative comments and criticism. Social competence includes constructive interaction skills, the ability to trust adults, and the capacity to seek help—particularly in situations beyond the age-appropriate coping abilities of a young child. Responsibilitysignifies the ability to adhere to social norms and apply rules of online communication, which may help prevent risky behavior. All these factors serve a protective function, contribute to reducing vulnerability to online aggression, and ensure the psychological well-being of younger school-age children.
Keywords: psychological immunity, cyberbullying, younger school-age children, psychological well-being, multifactorial model, mental health.
Tetyana Chernous
PhD in Psychology (Specialty 053),
Senior Lecturer of the Department of Psychology
National University "Ostroh Academy"
ORCID: 0000-0003-4719-8256
Vitaliy Hlivchuk
Student in the specialty Psychology
National University "Ostroh Academy"
ORCID: 0009-0005-8248-4823
SAFE EDUCATIONAL ENVIRONMENT AS A BASIS FOR PREVENTING VIOLENCE IN SCHOOLS AND UNIVERSITIES
This article explores the pressing issue of violence in the modern educational environment, particularly in the context of the ongoing war in Ukraine. It examines key factors that contribute to violent behavior among students and provides an overview of contemporary trends in violence prevention and aggression management strategies. Special attention is given to the implementation of intervention programs aimed at fostering emotional self-regulation, reducing aggression, and improving social interactions.
A key focus of the study is the analysis of the “DrumPower” training program, designed as a preventive measure against aggression and violence in educational settings. This program incorporates elements of music therapy, rhythmic coordination, and group interaction to enhance students' emotional resilience and reduce hostile tendencies. The study investigates its impact on aggression levels and social behavior among participants.
To assess the program’s effectiveness, standardized psychodiagnostic methods were employed, including the Bass-Darkie Aggression Level Questionnaire, which measures perceived aggressive tendencies, and the Wagner Hands Projective Test, which evaluates deep-seated cognitive attitudes toward violent behavior.
The findings indicate a significant decrease in aggression levels among students who participated in the program, along with improvements in communication skills, conflict resolution abilities, and emotional self-regulation. These results underscore the importance of innovative, non-traditional approaches—such as music-based interventions—in preventing violence in educational institutions. Ultimately, the study confirms the potential of creative, interactive methodologies in fostering a safer, more harmonious learning environment amidst the psychological and social challenges posed by wartime conditions.
Keywords: aggression, violence, bullying, safe educational environment, emotions, violence prevention, music therapy.
Andriy Romanchuk,
PhD Student of Psychology,
The National University of Ostroh Academy
THEORETICAL ANALYSIS OF THE PROBLEM OF
PSYCHOLOGICAL READINESS OF IT SPECIALISTS
FOR PROFESSIONAL REALIZATION IN THE MILITARY SPHERE
The article provides a theoretical analysis of the problem of psychological readiness of IT specialists for professional implementation in the military sphere, and outlines possible ways of its formation. Improvements in technology have led to significant changes in the modern military sphere, in particular, the use of unmanned aerial vehicles (UAVs) has expanded. It is noted that today our state has the latest developments thanks to mobilised IT specialists. However, on the one hand, IT specialists have the technical knowledge and skills required for military operations, and on the other hand, most of them are not ready to realise themselves in the military environment due to fear and inability to cope with a lot of stressful situations. IT staff working in the military are tasked with performing complex cognitive operations. However, under conditions of intense stress, their cognitive performance deteriorates, which can have serious consequences for the success of military operations and the well-being of military personnel. It is substantiated that an important condition for the formation of psychological readiness of IT specialists for professional implementation in the military sphere is cognitive resilience as the ability to maintain cognitive functions under the influence of stress.
Keywords: psychological readiness, IT specialists, professional realisation, stress, cognitive resilience.
Oleksandr Kharchuk
PhD Student of Psychology,
The National University of Ostroh Academy
ORCID: 0009-0009-0434-3231
Eduard Balashov
Doctor of Psychological Sciences, Professor
The National University of Ostroh Academy
ORCID: 0000-0002-6486-0494
PSYCHOLOGICAL CHARACTERISTICS OF MANAGERIAL CULTURE FORMATION IN THE HEAD OF A GENERAL SECONDARY EDUCATION INSTITUTION AND ITS IMPACT ON CORPORATE CULTURE DEVELOPMENT
At the present stage of reforms in Ukraine’s educational sphere, the fundamental goal of general secondary education institutions (GSEIs) is to ensure the comprehensive development of students by forming a solid base of knowledge, practical skills, competencies, and personal qualities. These elements are crucial for enabling learners to successfully realize themselves as individuals in both personal and professional domains. A key factor in achieving this aim is the consistent and purposeful formation of students’ worldview, as well as their spiritual, moral, and cultural values.
It is important that these processes occur in a systematic and synchronized manner among all participants in the educational process—teachers, students, and administrators alike. Within this context, the corporate culture of the institution plays a particularly significant role. It influences the school environment not only during the learning period but also leaves a lasting impact on graduates as they transition into wider society.
This article explores the conceptual framework of “culture” and “personal culture,” and clarifies the interconnection between these notions. Special attention is paid to the role of the school leader’s personal culture in shaping their managerial culture. Furthermore, the paper analyzes how the leader’s managerial culture contributes to the development of a positive corporate culture within the educational institution. Based on the research findings, the article presents structured models for the formation of both managerial culture in school leadership and internal corporate culture as a cohesive and dynamic system.
Keywords: culture, personal culture of the leader, managerial culture, corporate culture, educational institution, psychological characteristics.
Anastasiia Vynogradova
PhD student,
PhD candidate in specialty 053 "Psychology,"
Institute of Higher Education Management,
State Higher Educational
Institution "University of Educational Management," Kyiv, Ukraine
ORCID: 0000-0002-5988-9903
SELF-ACTUALIZATION AS A FACTOR OF PERSONAL WELL-BEING: METHODOLOGICAL ASPECTS OF THE STUDY
The article discusses methodological approaches to the study of self-actualization as one of the key factors of psychological well-being, particularly in the context of adulthood. The importance of self-actualization for maintaining mental equilibrium, resilience to stress factors, and ensuring overall well-being is defined. Various valid psychodiagnostic tools for measuring the level of self-actualization, personal growth, and subjective well-being are explored, including specific tests and questionnaires used in psychological research and practical counseling. The article emphasizes the advantages of a comprehensive approach to measuring these aspects of personality, which not only evaluates intellectual and emotional resources but also the general level of life satisfaction, an essential component of overall well-being.
The article also analyzes methods for interpreting the results obtained through these tools and suggests strategies for their practical application in developing emotional resilience, reducing stress, and adapting to the changing conditions of the modern world. It highlights that the data obtained are important not only for assessing the current psychological state but also for formulating recommendations for further personal development, increasing resilience to stressful situations, and improving overall health and life comfort.
Special attention is given to the use of these methods in the process of psychological counseling, where they can serve as a foundation for developing individual development plans, including self-esteem correction, the formation of adaptive strategies in stressful situations, and for conducting scientific research focused on studying the dynamics of self-actualization and psychological well-being across different age groups.
Thus, the article provides valuable methodological recommendations for psychologists and researchers dealing with the issues of self-actualization and psychological well-being, especially in conditions of high uncertainty and changing socio-cultural environments. The proposed approaches can be used to improve the quality of life for adults through the development of their inner potential and enhancing their ability to adapt to complex conditions.
Keywords: self-actualization, well-being, Ellison test, Maslow scale, psychological health, subjective well-being, Diggles test, adults.
Oleksiy Kostyuchenko
PhD in Psychology
Associate Professor, Department of Journalism and PR Management,
The National University “Ostroh Academy”
ORCID: 0000-0001-7640-8406
Elizaveta Tymoshchuk,
Senior Lecturer Department of Psychology,
The National University “Ostroh Academy”
ORCID: 0000-0002-0619-6724
Oleksandra Myronets
Student in the specialty Psychology
National University "Ostroh Academy"
ORCID: 0009-0005-4674-0412
THE IMPACT OF CANISTERAPY ON INTOLERANCE TO UNCERTAINTY IN MODERN UKRAINIAN CONDITIONS
This study investigates the dynamics of intolerance of uncertainty (IU) in adults exposed to chronic stress within the context of ongoing military conflict in Ukraine, and evaluates the potential of canistherapy as a brief psychocorrectional intervention to reduce IU and improve emotional regulation. A sample of 60 participants aged 17 to 40 underwent a single session of canistherapy. The Ukrainian-adapted Intolerance of Uncertainty Scale–Short Form (IUS-12) was employed to quantitatively assess changes in IU levels, focusing on its two dimensions: prospective (cognitive) anxiety and inhibitory (behavioral) anxiety.
Baseline results revealed that the majority of participants exhibited moderate levels of IU, with a predominance of cognitive anticipation of threat over behavioral avoidance. Following the canistherapy session, statistically significant reductions were observed in both prospective and inhibitory anxiety scores (t = 2.08, p ≤ 0.05). Specifically, the proportion of participants with high prospective anxiety decreased from 20% to 3.3%, while those with low levels increased substantially. Similarly, inhibitory anxiety showed a positive shift toward lower levels among participants.
Overall IU scores demonstrated a significant decline, indicating enhanced psychological flexibility and improved capacity for adaptive coping with uncertainty. These findings suggest that even a single session of canistherapy can facilitate rapid reductions in cognitive and behavioral intolerance to uncertainty, likely through mechanisms involving emotional calming, increased feelings of safety, and activation of adaptive regulatory processes.
The study provides preliminary evidence supporting the use of canistherapy as an accessible and effective psychotherapeutic tool for individuals facing chronic stress and existential turbulence, particularly in conditions characterized by prolonged uncertainty such as armed conflict. The results advocate for further longitudinal research with extended intervention protocols to determine the stability and long-term benefits of canistherapy in enhancing emotional regulation and psychological resilience.
Keywords: Intolerance of uncertainty; anxiety; canistherapy; animal-assisted intervention; psychological resilience; chronic stress; emotional regulation.
