The article focuses on identifying and describing some aspects of the psychological characteristics of the relationship between personality resilience and the subjective feeling of loneliness in adolescence. Resilience is understood as a person’s ability to adapt and be effective, to function successfully despite the influence of any external factors, to survive and develop. Resilience is presented as the ability to recover from setbacks, to rely on the gained life experience for your personal growth and self-realization. An empirical study has shown that there is a strong inverse statistically significant relationship between the phenomenon of vitality and the subjective feeling of loneliness in adolescents. The experimental (correctional and developmental) work carried out was effective, as it influenced the development of the participants’ resilience. The emphasis in correctional and developmental work was placed on the discovery and activation of the development of resources for self-care, a positive self-concept, positive self-attitude, forward thinking, and the ability for long-term planning, the ability to cope, reflexive and communication skills and abilities, the ability to establish and develop connections with other people. The experimental work can be considered quite effective, since, according to the research participants, they began to cope with the negative aspects of loneliness, difficult life situations, became more positive and stable better.
The paper presents the results of a study devoted to identifying the features of the motivational sphere of higher school students in different areas of professional training. The empirical research was conducted on the basis of the Far Eastern State Transport University (Khabarovsk). The empirical study involved students of 1-3 years of study in the humanities and technical areas of training. Sixty students participated in the study (30 students studying in the humanities, 30 students studying in technical areas of training). In the conducted empirical research, it was found that the motivational sphere of students of different training areas has specificity. To maintain high motivation, it is important for students of the humanities to be satisfied with their professional decisions, to be satisfied with their activities, to be useful to society with their work, to strive for diversity, to develop mentally, morally, ethical, creatively and physically. In order to maintain a high level of motivation, students of technical areas of professional training need to be aware of the world of the profession, be able to plan their professional life, and be able to make professional decisions independently, they have almost no fear of making mistakes and receiving criticism and punishment for mistakes.
Modern studies of ideas about the family reflect a contradiction: on the one hand, young people are guided by the values of individualism, freedom, and self-development, and on the other, they maintain the high value and desirability of the family. The use of methods of psychosemantics and metaphorical images in the study revealed the peculiarities of young people’s ideas about the family and revealed the “zones of psychological tension” in the sphere of family and family relations. In the semantics of ideas about the family, schoolchildren and students alike identified the priorities of boundaries and the understanding of the family as a closed location. In the minds of students, the cognitive and emotional aspects of ideas are more clearly differentiated, and the willingness to actively create their own family is reflected. Among young people with higher education and experience of marriage or cohabitation, negative connotations of family assessment prevail. The area of psychological stress in the family sphere: schoolchildren have a weak orientation in family relations, students have idealistic expectations, and older youth have numerous problems related to personality characteristics.
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