The article actualizes the problem of the specifics ideas of University graduate students about coping difficult situations that they may encounter in their future professional activities. The purpose of the article is to present to the professional community the results of the study of the peculiarities of the presentation of students in the humanitarian and technical areas of training about difficult life situations and ways to overcome them. The authors predict the emergence of difficult life situations in the future professional activities of students. The sample consisted of 75 people, 36 people direction of preparation “Technosphere Safety” and 39 people direction of preparation “Teacher Education”. The data were collected using the methods: “Ways of overcoming negative situations” (S. Goncharova), “Ways of Coping Questionnaire” (R. Lazarus), “Life Style Index” (L.I. Vasserman et al.), and incomplete sentences. It has been established that for university graduates the concept of a “difficult life situation” is defined as some state of concern about the result. It is proved that they have the peculiarities of psychological readiness to overcome difficult life situations in their future professional activities. The identified peculiarities can be used in the preparation of a program for ensuring labor safety and protecting the health.
Проблема и цель. В статье рассматривается проблема формирования способов преодоления трудных жизненных ситуаций в будущей профессиональной деятельности у студентов выпускного курса направления «Техносферная безопасность». Цель статьи состоит в определении результативности применения рефлексивных семинаров как средства формирования способов преодоления трудных жизненных ситуаций у студентов на заключительном этапе обучения в вузе.
Проблема и цель. В статье рассматривается проблема выявления специфики процесса личностного самоопределения в период взрослости в зависимости от наличия или отсутствия ограниченных возможностей здоровья. Цель статьи состоит в определении особенностей статического и динамического аспектов личностного самоопределения взрослых людей с ограниченными возможностями здоровья. Методология. Сбор данных осуществлялся с помощью методик: «Самоактуализационный тест» (Э. Шостром), «Смысложизненные ориентации» (Д. А. Леонтьев), «Уровень субъективного контроля» (Е. Ф. Бажин, Е. А. Голынкина, А. М. Эткинд), анкета для изучения личностного самоопределения. Полученные данные были проинтерпретированы и подвергнуты статистическому анализу с помощью корреляционного анализа и t-критерия Стьюдента. Выборку составили 120 человек, половина из нихлюди с ограниченными возможностями здоровья. Результаты. Авторы установили, что личностное самоопределение во взрослом возрасте имеет определенные особенности в зависимости от наличия или отсутствия ограниченных возможностей здоровья. Определено, что взрослые люди с ограниченными возможностями здоровья имеют низкий уровень интернальности, отрицают возможности сознательного контроля событий своей жизни. Они демонстрируют неудовлетворенность той частью жизни, которую уже прожили, считая ее мало продуктивной и неосмысленной, скептически относятся к определению целевых ориентиров будущего. * Исследование проводится при финансовой поддержке Кемеровского государственного университета Каргина Анастасия Евгеньевнанаучный сотрудник научно-инновационного управления, Кемеровский государственный университет.
Introduction. The article considers the problem of psychological safety formation in future professionals at the stage of pursuing a university degree through the development of self-regulating personality mechanisms. The purpose of the research is to determine the features of the formation of psychological safety among university students through the development of self-regulating personality mechanisms. Materials and Methods. Data collection was carried out using the following inventories: H. Zakher and M. Frese’s ‘Occupational future time perspective’, S. S. Goncharova’s ‘Ways to overcome negative situations’, S. Norman, D. F. Endler, D. A. James, M. I. Parker’s ‘Coping inventory for stressful situations (adapted by T.A. Kryukova), Test of resilience by S. Muddy (adapted by D. A. Leontiev). The sample consisted of 50 senior students in the final year at university. The data obtained were interpreted and subjected to statistical analysis using Student's t-test. Results. The authors have defined the concept of ’formation of psychological safety in university students’, as a purposeful, controlled interaction of stakeholders in education which results in the systematization of ideas about psychological safety, acceptable ways of regulating one's activity, taking into account the specifics of the life situation. It has been revealed that reflexive seminars contribute to formation of psychological safety in future professionals of industrial enterprises. Conclusions. The article concludes that senior students who have participated in reflexive seminars demonstrate a detailed approach to the analysis of events in the surrounding reality, set clear goals and think over action plans, independently make decisions, appropriately respond to emerging difficulties, which are criteria for the formation of psychological safety of a person. The authors argue that the research results can be used for designing formative programs for higher educational institutions in order to enhance students’ psychological safety.
The article is devoted to the study of the parameters of the psychological safety of the subject of professional activity, taking into account the analysis of the professional time perspective. We complemented ideas about the time perspective of the individual within the professional context. The problem of taking into account the professional time perspective of the future is updated, the essential characteristics of which form the basis for the orientation of the individual in a situation of risk or uncertainty and the search for adequate ways to achieve the goal. It is substantiated that the assessment of the remaining time as a longer period allows focusing on opportunities, which gives reason to consider a person from the position of conscious regulation of activity. The parameters of the psychological safety of a person with a different level of professional time perspective are determined. It is described that respondents with a high level of assessment of the remaining life time are distinguished by a steady tendency towards planning the results of activities, programming ways of behaviour when achieving goals, behaviour stability in a situation of risk or uncertainty, and a high level of awareness in the framework of production activities. It was determined that respondents who assess the remaining life time as a limited period are characterised by a low level of development of ideas about the factors influencing the professional process, inadequacy of the assessment of significant circumstances, the consequences of their own actions, low criticality in relation to their actions and deeds.
The article reveals the relationship between the characteristics of emotional intelligence and components of understanding the works of art through the use of questionnaires developed by N. Hall, D. V. Lyusin, M. A. Manoilova, and the methods of mathematical statistics. Descriptive components and substantial characteristics of emotional intelligence presented at a young age are considered. The results of the correlation analysis, indicating the presence of interconnections between the indicators of understanding the works of art and characteristics of emotional intelligence, are provided in the article and discussed. Peculiarities of understanding the works of art by students studying in secondary professional and higher educational institutions, with a different level of development of emotional intelligence, are revealed.J. Meyer, P. Salovey and D. Caruso developed the theory of emotional and intellectual abilities. They also proposed defining emotional intelligence as a clearly defined and measurable ability to process the information contained in emotions, determine the meaning of emotions, their relationship with each other, use emotional information as the basis for thinking and decision making [7]. In their theories, M. A. Manoilova and D. V. Lyusin distinguish the intrapersonal and interpersonal components of emotional intelligence. T. P. Berezovskaya proves the possibility of developing emotional intelligence through
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.