The relevance of the study is determined by the role of the adaptation processes of first-year students to the university environment, which is the most important (preliminary) stage for: (a) their successful overcoming of various learning difficulties; (b) comfortable and constructive interaction with teachers and other students; and (c) search and application of adaptive behavior strategies due to new living conditions. The development of proactive coping is a key factor in the students efficient learning activity because it represents a platform for their personal growth. The aim of the study is to determine the possibilities of diagnostics and development of reactive and proactive coping behavior in first-year students. The study involved 272 first-year students at Pacific National University (including 136 students of an experimental group who sought help from the University Psychology Center in 2019 and 136 first-year volunteer students as a control group). The following methods were used for diagnostics: Proactive Coping Inventory (PCI) , adapted by E.P. Belinskaya et al., Ways of Coping Questionnaire by R. Lazarus, adapted by T.L. Kryukova et al., Hardiness Survey by Salvatore Maddi adapted by D.A. Leontyev and E.I. Rasskazova, Time Perspective Inventory (TPI) by Ph.Ge. Zimbardo, adapted by A. Syrtsova et al. and Reflexivity Diagnostics Method by A.V. Karpov. As a result, the first-year students showed low levels of developed reactive and proactive coping, high levels of social and emotional support as well as escape-avoidance, average levels of strategic planning and search for informational support, and a reduced level of reflective, predictive resource. It is shown that the search for social, emotional and informational support is the basis for constructing adaptive behavior strategies. It is confirmed that self-control and the category of the future are moderating for all types of proactive coping. The conducted cluster analysis made it possible to identify three profiles, which differ in the levels and content of reactive and proactive behavior (non-adaptive, reactive and active with a tendency to proactive). Repeated measurements show that individual and group forms of psychological intervention cause changes in the indicators of reactive-proactive coping behavior, which can be regarded as a positive dynamics in the development of behavior in students of the experimental group. Finally, a conclusion was formulated about the possibilities of using various forms of psychological support (individual counseling, trainings, and self-help groups) in optimizing the first-year students proactive coping behavior.
The article presents the results of translation, verification of internal consistency, standardization, validation, and test-retest reliability of the R. Schwarzer scale, called «Proactive Attitudes». This scale consists of 8 questions, designed to assess the level of proactive attitudes as a proactive attitude towards future events. The total sample of the study consisted of 385 people (245 women and 140 men) aged 16—55 years. The Russian-language version of the scale showed acceptable internal consistency (Cronbach’s alpha coefficient — α = 0.768) between the ages of 16 and 55. Factor analysis revealed a one-factor structure of the scale (factor «Possibility of self-choice»). Spearman test-retest reliability indicators turned out to be significant (the first measurement — r = 0.68 at p≤0.01; the second measurement after 3 weeks — r = 0.78 at p≤0.01). The scale also revealed convergent validity and discrimination (according to Spearman’s rank correlation coefficient, it ranged from 0.547 to 0.800 at p≤0.01; Pearson’s item-total correlation ranged from 0.351 to 0.635 at p≤0.01). The mean values on the scale are highlighted, gender differences are presented. The scale «Proactive attitudes» is an express method in assessing the proactive orientation of a person, has the necessary psychometric characteristics. The prospect of the work consists in further standardization in other age groups, clarification of the data of construct and external validity.
Introduction The impact of the pandemic is prolonged, changing people's attitudes towards the meaning of relationships, life and professional activities. Future psychologists found themselves in a difficult situation during the pandemic: it was assumed that they would be able to show resilience and support their loved ones, to find new meaning in the profession they were acquiring. But in reality, it turned out that the students themselves needed psychological support, many of them showed disappointment in the profession.Purpose setting. The purpose of this study is to assess the parameters of professional identity and resilience before and after the COVID-19 pandemic. The materials of two empirical studies obtained on a sample of students (future psychologists) of different courses at the Pacific State University before and after the COVID-19 pandemic are presented. The 2019 study (N = 78) included respondents aged 17 to 25 (M = 19.8; SD = 0.65), in the 2022 study (N = 78) ‒ aged 17 to 25 (M = 20.3; SD = 0.45).Methodology and methods of the study. The following methods were applied: hardiness survey (adapted by D. A. Leontiev, E. I. Rasskazova), professional readiness method (A. P. Chernyavskaya); questionnaire of professional identity of students – future psychologists (U. S. Rodygina).Results. The analysis of correlations in two different groups allowed us to identify certain specificity of resilience in relation to professional identity before and after the pandemic. So, before the pandemic, autonomy of choice and risk taking were positively related, a passive position in acquiring a profession was negatively related to other parameters of resilience. After the pandemic, a dual nature of relationships was found, which clearly delineated students who remain in the profession and those who passively continue to study, and the indicator of involvement in life is positively associated with an active strategy and positive emotions for the future profession. The main differences among students, confirmed statistically, before and after the pandemic were in the parameters «Negative emotions associated with the dissatisfaction of a person's needs in this profession» and «Risk acceptance».Conclusion. These differences and the nature of correlations indicate a rethinking of their positions in the acquired profession and a change in the possibility of taking risks in a difficult situation. The results can be used in the training of future psychologists, including personal growth trainings and self-help groups.
The article presents the results of an empirical study of proactive coping behaviour in primary school pupils. The problem of proactive coping behaviour in primary school age is considered, the basic personal properties and qualities associated with its development (forecasting, ontogenetic refl ection, understanding of the categories of time) are determined. The question of the relationship of forecasting and understanding of a child’s temporal perspective (categories of past, present, future) from the point of view of the formation of ontogenesis of proactive coping is discussed. Positive correlations between the styles of proactive coping behaviours and the personality characteristics of the child (forecasting, refl ection of past experience) are established. It has been established that in primary school age, proactive and refl ective coping is almost formed, depending on the emotional support of signifi cant adults and the amount of information support. The positive correlation between emotional support and age is particularly noted. Clustering of the research data allowed the author to identify and describe three types of proactive coping behaviour of children (preventive-refl ective, negative-proactive, positive-proactive), which differ in their level of forecasting, refl ect on past experience and the prevalence of a specifi c style of proactive coping.
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