* Клементьева Марина Владимировна, кандидат психологических наук, доцент кафедры психологии Института гуманитар-ных и социальных наук, ФГБОУ ВО «Тульский государственный университет», Тула, Россия. E-mail: domadres@list.ru В работе рассматриваются этапы психического развития взрослого человека, как связанные с биографической рефлексией. Гипотезой исследования является предположение о том, что биогра-фическая рефлексия влияет на смыслообразование, саморегуляцию и адаптацию взрослых людей. Выборку составили данные, полученные от 480 человек в возрасте от 25 до 65 лет. В исследовании измерялись показатели биографической рефлексии, социально-психологической адаптации, осмыс-ленности жизни и саморегуляции поведения. Мы обнаружили, что в период 46-65 лет происходит переход от рефлексии жизненного пути к рефлексии жизненного опыта, который сопровождает уси-ление влияния биографической рефлексии на осмысленность жизни и саморегуляцию поведения взрослых людей. В исследовании обнаружено повышение биографической рефлексии в начале воз-растных кризисов взрослости (30-35 лет, 40-45 лет, 55-60 лет), когда в результате рефлексивного анализа взрослый принимает решение о необходимости жизненных изменений. Полученные данные доказывают факт влияния биографической рефлексии на саморазвитие взрослых людей.Ключевые слова: биографическая рефлексия, ресурс, развитие, жизненный путь, жизненный опыт, кризис взрослости.
The article presents with psychological characteristic of biographical reflection as a reflective analysis of the life course. The author provides an overview of contemporary scienific discussion about biographical reflection, and adduces the data obtained through the study, the subject of which was the psychological content, functions and genesis of the bio-graphical reflection of a personality. In the contemporary scientific psychological discourses, the biographical reflection is considered as a method of studying the personality on the scale of the life path, or as the main property of the personality and of the autobiographical subject. The researchers in Russia and the West are focused on the heterogeneous mechanisms of autobiographical analysis of life events, conditions for understanding the meaning of life, autobiographical knowledge, life narrative, interpretation of an autobiography and a biography. They consider as well the dynamics of these mechanisms in lifespan development. The author offers the reader her own view of the contemporary debate about psychological content, and functions and genesis of the biographical reflection, highlighting important, from her point of view, a reflection of the autobiographical Self in the life changes when there are no social and cultural sources and resources to support development. In the original concept, the author proposed to consider biographical reflection as a resource for the personality self-development in adulthood. This work examined the specific of biographical reflection in an alternation two forms of the reflective analysis: a reflection of «life of Me» and a reflection of «life of Other» (a prototype of generation and culture). The formation process of biographical reflection at the age 17-25 is associated with integrating the heterogeneous mechanisms of life course reflective analysis (existential, cognitive, narrative, and hermeneutic) and interiorizating biographical signs and symbols, which is accompanied by the motivation of self-determination. The author considers the further development of biographical reflection (in age 25–65) as a stage of mastering by adults a reflection as a development resource for affirming the position of the author of life, and gaining arbitrary control over autobiographical Self, and exercise of free choosing a life course, and search for the meanings of life. The author argues that thanks to the mechanisms of biographical reflection, connections are established between the separate life events and new integrity arises as a life course that becomes a form of self-development of a modern adult. These results suggest that modern adults, who are choosing the individualization of life course, are more likely to have higher biographical reflection and use it as recourse to gain control over the quality of the individual life in time.
The article focuses on biographical concepts as linguistic signs expressing an individual’s generalized knowledge of the meaning of life in an autobiographical narrative. In the mainstream of cultural-historical psychology, the biographical concepts are considered as psychological tools for reflecting on the meaning of life. We hypothesized that the level of generalization of the biographical concepts correlates with the level of awareness and personality reflection in adulthood. The sample of our study consisted of 110 people aged 17—57 years. The study measured the following four factors: generalization of the biographical concept in the autobiographical narrative; biographical reflection; meaningfulness of life; type of reflection. We found that the level of generalization of the biographical concepts in adulthood undergoes a transition from the unstructured set of attributes of the concept’s meaning (the syncret), through the isolation of formal attributes associated with the concept (the complex), to the abstract and generalized meaning of the concept (the notion). Also, higher levels of generalization of the biographical concepts in midlife as compared to early adulthood are associated with the individuals’ increasing awareness of life and reflection skills.
Emerging adulthood is a new liminal period ranging from 18 to 25 years, and is a trend in most of today’s industrialized societies. Its key psychological dimensions have been explored in many countries through the IDEA (Inventory of the Dimensions of Emerging Adulthood) instrument, but not in Russia. The goal of the present study was to measure the psychometric properties of the IDEA-R in Russia. This study applied an adaptation of the IDEA-R to 410 Russian students aged 18 to 25, whose educational level ranged from Bachelor’s to Master’s of higher school. An Satisfaction With Life Scale (SWLS) and the Zimbardo Time Perspective Inventory (ZTPI) additional measures were used. Exploratory factorial analysis pointed out that the IDEA-R adapted to the Russian context presented a six-factor structure. These factors are: identity exploration/self-focus, instability/negativity, personal freedom, experimentation/possibilities, feeling “in-between”, other-focused. The measure has the internal consistency (Cronbach’s α=0.82) and stability in time (ρ=0.62). Age reduced the levels of the perception of experimentation/possibilities (p=0.001) and feeling “in-between” (p<0.001). We found that the participants who reported higher levels of SWLS and the ZTPI exhibited lower level instability/negativity (p ≤ 0.001), but higher levels identity exploration/self-focus, and experimentation/possibilities (p ≤ 0.001). In conclusion, the IDEA-R is a valid and reliable instrument of investigation of the emerging adulthood phenomenon in Russia and to provide data for comparison of the measure in different countries.
Tolerance of ambiguity is most needed in unpredictable and difficult life situations, where one has to make decisions and life choices. However, the basis of the reflexive mechanism underlying this phenomenon is still undiscovered. Biographical reflection is a type of reflection one demonstrates when introspecting on one's life events, where life choices have to be made. The study hypothesis is the assumption that biographical reflection is a predictor variable for tolerance of ambiguity. The sample consists of the data obtained from 250 people aged 18 to 45. The criteria measured were biographical reflection (Biographical Reflection Questionnaire or BRQ, by M.V. Klementyeva) and tolerance of ambiguity (The Multiple Stimulus Types Ambiguity Tolerance Scale, MSTAT, by D.L. MacLain, adjusted to the Russian context). The data obtained was analyzed using Pearson's correlation coefficient, Mann-Whitney U-test, and linear regression. The discovered correlation between biographical reflection and tolerance of ambiguity proves that people with stronger biographical reflection show better tolerance of ambiguity (p ≤ 0.01). Biographical reflection and tolerance of ambiguity decrease with aging: the respondents aged 35 and over reported a lower degree of biographical reflection (p = 0.001) and tolerance of ambiguity (p = 0.001). We have discovered that a higher degree of biographical reflection implied a higher MSTAT score (p = 0.001). Besides, the impact of biographical reflection on the variability of ambiguity tolerance becomes stronger with aging, mainly in the female sample. Stronger biographical reflection reduces the life choice ambiguity effect when people experience doubts and alienation.
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