The article considers the factors of military students’ psychological well-being. The examined military students had average levels for all scales of psychological well-being. They can be mainly characterized as independent people, not afraid to express their opinions contrary to the majority opinion, as open to communication and new experience mastering, capable to achieve the desired and overcome life difficulties. The indicators of psychological well-being of male and female military students were almost indistinguishable according to all studied scales, except for “self-acceptance”, “positive relations with others”, and “good relations with loved ones”. In particular, men, compared to women, had higher self-acceptance, which was manifested in a more positive assessment of themselves and their lives. Women had better relationships with their social environment and loved ones, expressing themselves in a more trusting, friendly relationship, openness to communication, compassion and empathy. The performed factor analysis revealed two structural components of the military students’ psychological well-being, namely: purposefulness/ independence (clarity and stability of the intended goal vector, striving for independence and self-dependence, responsibility and ability to make important decisions); approval by the social environment (subjective awareness of life satisfaction because of positive evaluation of existing social contacts and the approval and recognition of one’s image by his/her the social environment). The factors of psychological well-being of male and female military students were determined. In particular, there were for men: autonomy, environmental management, personal growth, purpose in life, short social distance, and subjective psychological well-being. There were for girls: positive relationships, autonomy, self-acceptance, social approval, positive attitude, subjective psychological well-being.
The study examined the peculiarities of the subjective social and psychological well-being of general civil and military students during the Covid-19 pandemic, depending on the applied attendance modes: distance or face-to-face. General civil students had higher sleep quality, but they had less social contacts, compared to military students. The integral indicator of subjective social well-being was average in general civil and military students, and the differences were determined only for “social approval” scale, whose value was significantly higher in general civil students. The heaviest barrier in interpersonal communication for general civil and military students was inadequate expression of emotions; and inflexibility and vagueness of emotions were the least pronounced. Factors important for general civil students’ psychological well-being were social approval, purposefulness in their aspirations and emotional matching. At the same time, three factors were determined for military students: perceived independence, social reassurance and emotional control during interactions.
The article examines the relations between parenting styles and adolescents' value orientations. The performed theoretical analysis has showed that value orientations determine behavioural patterns, an individual's internal readiness for some activities in order to achieve certain goals and satisfy one's own needs. Entering adolescence, children begin to evaluate attitudes of their parents, their place in the family and their own importance in a new way, which serves as the basis for their value orientations. We found that families applied different parenting styles to adolescents to the same extent, but indifferent and authoritarian styles had a slight predominance. The most significant values for adolescents were “conformity”, “hedonism”, “kindness”, “security”, “stimulation”, “power” and “achievement”, the least significant values were “independence”, “universalism” and “traditions”. Existing correlations between family educational styles and adolescents' value orientations were revealed and described. The largest number of links was between the authoritative parenting style and adolescents' values: traditions, independence, stimulation, power and conformity (the last relation was inverse); between the liberal style and the values: kindness, universalism, security (direct links) and traditions and achievements (inverse). This showed that acceptance and a warm emotional attitude towards an adolescent was associated with developed independence, a desire for activities, for excitement, formed ideas about the importance of group solidarity and absent fear to violate social expectations and norms, in particular, when such violations could harm an adolescent oneself. Vice versa, emotional indifference of parents, distance towards their children formed such values at adolescent that were aimed at loved ones' well-being, tolerance, acceptance, understanding of others (which could be a kind of compensation) and low importance of one's own achievements. The lowest number of connections was found between the authoritarian parenting style and conformity (direct) and independence and security (inverse); between the liberal style and conformity (direct) and achievement and power (inverse). This meant that, under low acceptance, a directive parental style, adolescents felt the importance to subordinate to other people's positions and opinions and their independence in making decisions and taking actions was low. Permissiveness and minimization of parental control, which were characteristic of the liberal style, are associated in adolescents with importance of submission and decreased importance of personal success through the demonstration of one's own competence.
The article analyses psychological factors of women’s shyness and ways to overcome it. The research on shyness of 18–22-year old women has help us determine its causes; the most significant of them are insufficient self-confidence and fears of negative assessments. Women with heavy shyness are prone to solitude, have problems with their identification in the family; they evaluate, feel and experience acutely their own imperfections and take guidance from opinions of others and social acceptance; they expect usually criticism and negative assessments from other people, etc. To overcome women’s shyness, the training program was developed that covered the following aspects: the notion of shyness and the causes of its emergence, the peculiarities of shyness influence on women’s life, the methods to reduce shyness, the negative factors affecting shyness. The proposed training consisted of four units: the first block was aimed at familiarizing of its participants with the notion of shyness, its factors and possible ways of overcoming; the participants’ expectations from the training and discussion of the psychological peculiarities of shyness in women’s life were collected during the second block; the third one was aimed at development of knowledge and skills for shy behaviour regulation; the final survey, feedback and training conclusion were done during the fourth block. After the training program approbation, the participating women changed significantly to the way of improvement a number of their own assessments: shyness, introversion / extraversion, attitude to shyness as a desirable trait. Women re-evaluated their ability to overcome shyness and became more willing to work on themselves and apply efforts for changes. The following personal traits of women were also improved: openness, independence and courage, autonomy, social activity and social adaptability; such socializing institutions as school, informal organizations and the Internet have become more important for them.
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