Actual Problems of Psychology, Volume 1, Issue 57 – 2020
Content
UDC: 378.091.3-026.15: [005.336.2:316.77
Balakhtar, K.S.
Balakhtar, Kateryna Serhiivna, assistant of the Department of Communicative Linguistics and translation of Yuriy Fedkovich Chernivtsi National University, Doctoral Student, Department of Management Psychology Central Institute of Postgraduate Teaching Education of the University of Educational Management of the National Academy of Pedagogical Sciences of Ukraine,Chernivtsi, Ukraine.
ORCID ID: https://orcid.org/0000-0001-6343-2888
Language: Ukrainian
The article presents the results of an empirical study on the relationship between creative potential and information competence of students of socionomic professions. The author considers the basic approaches to understanding of the content, driving forces and features of creativity in various activities as well as analyzes the ways of development of students' information competence as a professionally important attribute, which is made up of the following components: a cognitive component (good professional knowledge, good knowledge of information and communication technologies, understanding of the outcomes of their work, as well as need for self-education, etc.), a value component (positive attitudes to their profession- related knowledge, information and communication technologies, personal professional development, etc.) and an operational component (skills to work with information in all its forms, to apply information and communication technologies, the use of innovative work styles based on information and communication technologies, etc.).
The author presents the results of an empirical study of the information competence of future socionomic professionals with different levels of creativity, which have shown that the higher students' creativity, the better their information competence. The use of special creativity development training programs could improve students' information competence.
Keywords: creativity, creative potential, competence, information competence, social worker, foreign language teacher
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Aktual_probl_psihol 2020, 3(57): 3-9 (pdf)
UDC: 159.9
Karamushka, L. M.
Karamushka, Liudmyla Mykolayivna, Academician of the NAES of Ukraine, Dr., Prof., Head, laboratory of organizational and social psychology, G. S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0003-0622-3419
Language: Ukrainian
The author analyzes the results of empirical research into the coping strategies used by educational organization staff. It has been found that the educational organization staff's coping strategies are mostly at the average level of development. Coping strategies affect educators' psychological health components. Such «active» and «productive» coping strategies as «task orientation» and «social distraction» have a positive impact, while «focus on emotions», which is a «passive» and «unproductive» coping strategy, has a negative impact on educators' psychological health components. «Avoidance» and «distraction», which are passive and unproductive coping strategies used in solving problems faced by educational organization staff, mainly have a positive effect on certain components of staff mental health.Also, it has been found that such psychological health components as reflexive-personal and control of «powerful» others (as part of the operational-functional component) are most affected by coping strategies. The cognitive- emotional component (as part of operational and functional component) is the least affected by staff coping strategies, while the internal control component, being part of the operational and functional component, is not affected by staff coping strategies at all.
Keywords: coping strategies, types of coping strategies, psychological health, psychological health components, cognitive-emotional component, reflexive-personal component, operational-functional component, educational organizations, staff of educational organizations.
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Aktual_probl_psihol 2020, 3(57): 9-15 (pdf)
UDC: 159.9
Karamushka, L. M., Kredentser, O. V., Tereshchenko, K. V., Lagodzinska, V. I., Kovalchuk, O. S., Ivkin, V. M.
Karamushka, Liudmyla Mykolayivna, Academician of the NAES of Ukraine, Dr., Prof., Head, laboratory of organizational and social psychology, G. S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0003-0622-3419
Kredentser, Oksana Valeriivna, Dr., Assoc. Prof., leading researcher, Laboratory of organizational and social psychology, G. S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0003-4119-190X
Tereshchenko, Kira Volodymyrivna, PhD, senior researcher, Laboratory of organizational and socialpsychology, G.S. Kostiuk Institute of psychology of the NAES ofUkraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0002-1149-2704
Lahodzinska, Valentуna Ivanivna, PhD, senior researcher, Laboratory of organizational and social psychology, G. S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0003-2691-1163
Kovalchuk, Olexandr Serhiiovych, researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0002-9980-8450
Ivkin, Volodymyr Mykolaiovych, PhD, Assoc. Prof., senior researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0001-9642-8164
Language: Ukrainian
The article analyzes the findings of an empirical study on the structural components (cognitive-emotional, reflexive-personal, and operational-functional) of the psychological health of the staff of educational organizations. The study found the components of psychological health of educational staff to be mainly at low levels. High-level components were found only in every third respondent, with the reflexive-personal component being the most developed component and the operational-functional component being the least developed component of the teaching staff's psychological health. There was a positive and negative statistically significant relationships between the individual components of psychological health and some organizational and professional (qualification category, pedagogical title, length of service) and socio-demographic (age, marital status) characteristics of the teaching staff. The findings can be helpful in the work of educational organizations, in particular in promoting teaching staff's psychological health.
Keywords: educational organizations, staff of educational organizations, psychological health, structural components of psychological health, cognitive-emotional component of psychological health, reflexive-personal component of psychological health, operational-functional component of psychological health, psychological health factors
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26. Kinnunen, U., de Bloom, J., & Virtanen, A. Do older teachers benefit more from workday break recovery than younger ones. Scandinavian Journal of Work and Organizational Psychology .2019. No 4(1). P. 1–15.
27. Lukat, J, Margraf, J., Lutz, R., van der Veld, W. M., Becker E S. Psychometric properties of the Positive Mental Health Scale (PMH-scale). BMC Psychology. 2016; 4, 8. doi: 10.1186/s40359-016-0111-x)
Virtanen, A., de Bloom, J., & Kinnunen, U. Relationships between recovery experiences and well-being among younger and older teachers. International Archives of Occupational and Environmental Health (online). 2019. No 93. P. 213–227. doi: https://doi.org/10.1007/s00420-019-01475-8
Aktual_probl_psihol 2020, 3(57): 15-21 (pdf)
UDC: 373.21
Klybanivska, T. M.
Klybanivska, Tetiana Mykolaivna, PhD, Associate Professor, Department of Psychology and Social Work, M. Kotsyubynsky Vinnytsa State Pedagogical University, Vinnytsia, Ukraine.
ORCID ID: https://orcid.org/0000-0002-0746-5869
Language: Ukrainian
The author analyzes the concepts of professional orientation and professional self-determination of the individual in early adolescence. High school students develop a need for vocational training, and a need to try themselves in new social roles, a need to prepare themselves for life and work and develop the qualities necessary for future professions.
The author discusses the main factors in high school students' career guidance as well as the effects of macro- and micro-environments on their professional trajectories. To the author's mind, the design of high school students' future professional life is largely socially determined. The main means of this life designing are high school students' uncritical identification with their parents and acceptance of social stereotypes.
The author also considers some aspects of high school students' professional self-determination and professional development in experimental and control groups. The study found certain changes in high school students' self-assessment of their professional determination, indicators of terminal values, profession-related motivation and important areas of life. High school students' successful professional self-determination was shown to correlate with their need for self- actualization. It was also found that vocational counseling facilitated high school students' solving profession-relevant problems and promoted high school students' positive attitudes towards their professional self-determination, as well as increased high school students' confidence in their successful choice of a profession.
Keywords: professional self-determination, professional development, adaptation, self-actualization, terminal values, socialization
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Aktual_probl_psihol 2020, 3(57): 22-29 (pdf)
UDC: 159.923
Klochko, A. O.
Klochko, Alla Oleksiyivna, PhD, associate professor of the department of pedagogy, associate professor, postgraduate student of Laboratory of Organizational And Social Psychology, G.S.Kostiuk Institute of psychology, NAPS of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0001-6631-2638
Language: Ukrainian
Based on empirical research, the article analyzes statistically significant relationships between educational organization manager categories according to managers' attitudes to change («traditionalist», «realist», «freethinker») and managers' psychological characteristics (extraversion, commitment and emotional instability). It has been shown that traditionalist and freethinker managers use «traditional» and «ultra-innovative» management styles, which, naturally, also have certain limitations, while realist managers are more likely to use innovative management styles, as these styles are used by individuals characterized by emotional stability and proneness to partnership. There were also statistically significant relationships between educational organization manager categories according to managers' attitudes to change and managers' organizational-professional (position, level of education) and socio-demographic (gender, parentship) characteristics. The obtained results can be helpful in the practice of educational organizations and in educational organization managers' psychological training.
Keywords: educational organizations, educational organization managers, education manager categories, traditional management styles, innovative management styles, education managers' psychological characteristics, organizational and professional characteristics, socio-demographic characteristics.
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Aktual_probl_psihol 2020, 3(57): 30-36 (pdf)
UDC: 159.954:005.7
Lagodzinska, V. I.
Lahodzinska, Valentуna Ivanivna, PhD, senior researcher, Laboratory of organizational and social psychology, S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0003-2691-1163
Language: Ukrainian
Individual's creative potential takes a leading place in the hierarchy of determinants of educators' psychological health. The article considers different approaches to the analysis of creativity of the staff of educational organizations and makes a theoretical and methodological analysis of creativity in the context of individual's psychological health. In studying individual's psychological health, researchers consider it not only in terms of individual's physical, mental and social well-being, but also in terms of individual's continuous self- development, self-improvement, self-realization and creativity, mental health and personal maturity.
There are few studies on the problem of creativity in the context of educators' psychological health and the relationship between creativity, psychological health and personal maturity. To the author's mind, the concept of creativity and the concept of a healthy, mature and self-actualized personality are close and complementary.
Creativity is an important factor in promoting educators' psychological health. Special creativity and personal maturity development technologies can promote psychological health of the staff in educational institutions.
A follow-up study will focus on the conduct of empirical research into personal creativity and development of a creativity development training program in the context of promoting psychological health of staff of educational organizations.
Keywords: creativity, individual's psychological health, staff's psychological health, educational organizations, personal maturity
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Aktual_probl_psihol 2020, 3(57): 37-44 (pdf)
UDC: 159.923:316.6
Pastukh, L. V.
Pastukh, Lyudmila Vasylivna, PhD, senior lecturer of the Department of Management and Educational Technologies of Khmelnytsky Regional Institute for Post-Graduate Pedagogical Education, Khmelnytsky, Ukraine.
Language: Ukrainian
The article deals with team-building in educational institutions. The author analyzes different theoretical approaches for understanding the essence of a team, team-building, defining the features of effective teacher teams in general secondary educational institutions as well as the factors in and means of team-building. The author considers team-building as a method of managing teaching staff in educational institutions, which is focused on creating an effective team, whose members are aimed at achieving common goals, interaction, complementarity, support, competence-based work, work roles and shared responsibility. Team-building is influenced by both external (manager, organizational environment) and internal factors (internal group-processes) and can be facilitated by special training technologies to help team-members go successfully through all stages of group dynamics. Follow-up research can focus on the development and testing of an educational organization heads' team-work readiness development program.
Keywords: educational institutions, management, team, signs of effective team, team building.
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Aktual_probl_psihol 2020, 3(57): 44-52 (pdf)
UDC: 061.5-057:351.822:161.163:159.9
Parshak, O. I.
Parshak, Oleksandr Ivanovych, researcher, Laboratory of Organizational and Social Psychology, G.S. Kostiuk Institute of Psychology of the NAES of Ukraine, Kyiv, Ukraine
ORCID ID: https://orcid.org/0000-0002-2835-9408
Language: Ukrainian
Based on empirical research, the author concludes that the vast majority of staff in commercial organizations have a positive attitude towards money. The number of people who treat money neutrally or negatively is insignificant and much smaller compared to college students, as evidenced by a comparative analysis of the author's research data and the results of research by other authors.
It has been found that staff psychological, socio-demographic and organizational-professional characteristics have a statistically significant relationship, both positive and negative, with commercial organization staff general attitude towards money: a) commercial organization staff altruism negatively corrrelates with their positive attitude towards money; b) commercial organization staff life satisfaction, first of all, its target component, positively correlates with staff positive attitude towards money; c) the general attitude towards money is more positive among women, married staff and those who have children; c) staff positive attitude towards money grows positively correlates with staff level of education and length of service in the company.
In addition, the psychological characteristics of the organization have a statistically significant, both positive and negative, relationship with the commercial organization staff general attitude towards money: a) the higher the commercial organization management's concern about staff, the more positive is staff attitude towards money; b) the entrepreneurial type of organizational culture positively correlates with staff general attitude towards money, while the organic and bureaucratic organizational cultures have negative correlations with staff attitude towards money.
Keywords: commercial organizations, personnel, attitude towards money, staff psychological characteristics, psychological characteristics of the organization
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Aktual_probl_psihol 2020, 3(57): 52-58 (pdf)
UDC: 159.942
Vagabova, А. О.
Vagabova, Anastasia Olegivna, assistant lecturer of Practical Psychology Chair, Mariupol state university, Mariupol, Ukraine.
Language: Ukrainian
The article analyzes understanding of the phenomenon of experience by Ukrainian and foreign psychologists. The problem of experience is a complex research task in psychological science, which doesn't have a single generally accepted theory.
The author discusses the content of the concept of experience and the main challenges faced by researchers in studying it, describes the components, characteristics and place of experience in the structure of personal consciousness in different theoretical and methodological approaches, as well as presents her own understanding of the problem of experience and its role in the life of the individual. To the author's mind, experience is one of the main functional structures of the inner world, which, when interacting with reflection, shapes and restructures personal systems of values, thoughts and relationships and allows various mental phenomena to acquire personal meanings. After all, experience is a phenomenon that directly accompanies significant events in the mental life of man.
The complexity and versatility of the phenomenon of experience stirs up great interest among the representatives of various scientific schools of psychology. Thus, the study of experience is carried out in the context of studying the mechanisms of functioning of the psyche, mental states, emotions, crises, specific activities, interactions with other structural elements of consciousness, etc. This allows using scientific knowledge on this issue in psychologists' everyday practice.
Future studies on the phenomenon of experience may focus on the content of the experience, its structure, functions, development, emotional manifestations, and interaction with other mental categories, etc.
Keywords: experience, consciousness, reflection, activity, integrity, subjective experience, event, crisis, inner world of personality, self-development
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Aktual_probl_psihol 2020, 3(57): 59-66 (pdf)
UDC: 159.9.072.432
Dovgan, N. O.
Dovgan, Natalia Olexandrivna, PhD, senior researcher, Laboratory of Political and Legal Relations, ISPP of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0001-6150-5211
Language: Ukrainian
The article describes validity threat control procedures that ensure the interpretation integrity to meet the contextual requirements of the search, and improve the realistic reliability of the analysis. The author explains her choice of the J. A. Maxwell validity system, which includes descriptive, interpretive, and theoretical categories. It is noted that descriptive validity threats remain effective in the construction of reality by generations of contemporaries. The manifestations of descriptive validity in generational research include explication of experiences; textual / contextual analysis of space-time. The proposed form of interpretive validity, which has no analogues in quantitative typologies of validity, generalizes the points of view (of generations of contemporaries) on the contextual features of the construction of generational texts and their verification. The author emphasizes a threat to research interpretive validity posed by the difficulties in obtaining accurate interpretations of the respondents' explanations and intentions relevant to building the actors' textuality. Theoretical validity allows going beyond the subjective description and interpreting reality as a theoretical construction.
The author discusses the internal and external vectors of realization of mixed (qualitative / quantitative) research. The threats to the validity of the empirical research into socio-cultural interaction of generations can be eliminated only if the researchers understand actors' characteristics, rather than conditionally constructed analytical universals.
Keywords: validity, descriptive validity, interpretive validity, theoretical validity, socio-cultural interaction of generations, threats to validity
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Aktual_probl_psihol 2020, 3(57): 67-71 (pdf)
UDC: 159.923.33 - 053.6 (043.3)
Karamushka, M. I., Karamushka, T. V.
Karamushka, Marharyta Ihorivna, PhD student, dept. of psychology, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0003-4421-8178
Karamushka, Taras Victorovych, PhD, assistent, kafedra of social work, dept. of psychology, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0003-4813-8327
Language: Ukrainian
The article analyzes different psychological approaches to studying social activity of an individual as a kind of personal activity and a personal quality). The author describes the main types of social activity, which are divided according to the following criteria: a) social sphere in which social activity is realized (public, political, scientific, educational, etc.); b) the focus of social activity on personal or social interests (egocentric, alterocentric, sociocentric); c) the outcomes of social activity (constructive, destructive), etc. The author describes the role of social activity in the life of the individual and society, in particular, its functions such as identification (awareness of oneself as a representative of the social community), goal-setting (transformation of social community goals into personal goals), motivational (encouraging individuals to work for the good of society)
Keywords: social activity, social activity as a personal quality, social activity as a kind of activity, social activity type criteria, types of social activity, social activity functions
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Aktual_probl_psihol 2020, 3(57): 72-78 (pdf)
UDC: 159.922
Musiiaka, N. I.
Musiiaka, Nataliia Ivanivna, PhD in Psychology, senior researcher, doctoral student, Kostiuk Institute of Psychology of the National Academy of Educational Sciences, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0002-4439-7965
Language: Ukrainian
The article makes a theoretical and methodological analysis of the concept of personal determination of learning proposed by S.D. Maksymenko. The author describes the following conceptual paradigms: ""psychological organization of learning as a means of formation and self-development of the agent of learning"" and ""personal mediation of educational activities"". S.D. Maksymenko's theoretical and methodological development of the problem of psychological organization of education and logical and psychological principles of educational material organization, made it possible to determine a new pattern in education psychology. It is noted that the core principle of educational material organization is the treatment of the student as an agent of educational activity. The principal result of S.D. Maksymenko's psychological organization of learning as a means of formation and self-development of the agent of learning is the recognition of the leading role of the student and the idea of their self-development as an agent of learning. S.D. Maksymenko can be rightfully credited for the discovery of the phenomenon of personal mediation of educational activities and the phenomenon of ""double mediation"" of mental development. It is concluded that personal mediation of educational activities is a theoretical and methodological basis for solving the problem of personal determination, in which the student is an active agent and a co-creator of their own success in the system ""I - learning"".
Keywords: personality, personal determinants, development, learning, teaching, agent, self-development
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Aktual_probl_psihol 2020, 3(57): 79-85 (pdf)
UDC: 159.923:316.647.5
Tereshchenko, K.V.
Tereshchenko, Kira Volodymyrivna, PhD, senior researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
ORCID ID: https://orcid.org/0000-0002-1149-2704
Language: Ukrainian
The article analyzes the phenomenon of personal tolerance as a determinant of an individuals' psychological health. The author discusses the essence of psychological health and the terminology used to describe it. Psychological well-being is considered as an indicator of an individual's psychological health.
The author dwells on the content and structure of the concept of personal tolerance noting that personal tolerance is an integral characteristic of the individual that reflects his/her active position and his/her respect for other people and for themselves. The author describes in detail the types, components and levels of personal tolerance.
It is emphasized that personal tolerance is a complex phenomenon that has different levels, which are associated with the general worldview of the individual and his/her personal experience and psychological characteristics.
The article also highlights the relationship between the components of psychological health and personal tolerance.
The author concludes that tolerance as an integral characteristic of the individual should be considered as a determinant of their psychological health.
Keywords: tolerance, psychological health, psychological well-being, psychological health determinant, personality, levels of tolerance
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