The data of the study of the relationship between the components of psychological well-being and existential fulfillment in late adolescence are presented. It was suggested and proved that the first fundamental existential motivation (according to the methodology of V.B. Shumsky, E.M. Ukolova, E.N. Osin, Ya.D. Lupandina "Diagnostics of existential fulfillment") concerning the possibility of being in the world is significantly related to self-acceptance and competence. The second fundamental existential motivation concerning the value of life is significantly related to self-acceptance and positive relationships. The third fundamental existential motivation concerning self-worth is significantly related to self-acceptance and personal growth. The fourth fundamental existential motivation concerning meaning is significantly related to life goals and autonomy. The study sample consisted of boys and girls aged 17 to 25 years in the number of 82 people, 41 of them boys and 41 girls. In the course of the study, the goal was achieved, namely, significant connections were revealed between the components of such constructs as psychological well-being and existential fulfillment. We have made the following conclusions: 1) Respondents with a high level of psychological well-being were guaranteed to have a high level of existential fulfillment. However, respondents with a high level of psychological well-being did not always have a high level of existential fulfillment. 2) The component of psychological well-being "self-acceptance" demonstrated the most significant relationship with the components of existential fulfillment (fundamental existential motivations) at the significance level of p≤0.01. The practical significance of the work lies in the fact that the results of the study can be applied in the framework of existential psychotherapy, as well as in the analysis of factors that affect the psychological well-being of a person.
The increasing tension of labor entails an increase in the number of social conflicts in educational organizations between all subjects of educational relations. In case of conflict situations, the main responsibility for their settlement falls on teachers. The purpose of the work: to study the influence of strategies of conflict behavior of teachers on the psychological atmosphere of the teaching staff. This study involved 25 people from the teaching staff of the school (21 women and 4 men). The study was conducted using the following methods: methodology for assessing the psychological atmosphere in the team (according to A. F. Fiedler); strategies of behavior in conflict by K. Thomas. In the course of an empirical study of conflicts in the teaching staff, it was revealed that a favorable psychological atmosphere has developed in the studied teaching staff. The following influences of the style of conflict behavior on the socio-psychological climate of the team are revealed: cooperation strengthens mutual support, compromise increases passion and consent, adaptation is associated with consent, rivalry suppresses the manifestation of satisfaction, enthusiasm and entertainment, cooperation is not acceptable with coldness, the more compromise forms of behavior, the less inconsistency in the group, the more adaptation, the less inconsistency, the more often the withdrawal strategy is used, the less agreement (-0.330) and cooperation.
The relevance of the work is due to the fact that the analysis of indicators of mental and physical health of a person and their mutual influence is little disclosed in the philosophical literature. There is a problem of studying the achievement of well-being in philosophical terms and the factors influencing it, including the connection of existential fullness (fundamental existential motivations) with various positive aspects of the functioning of the individual that make up well-being: autonomy, competence, personal growth, positive relationships, self-acceptance, life goals. In this regard, we have undertaken a study related to the study at the theoretical level of the relationship between existential fulfillment and well-being. The purpose of the study: to identify the relationship between the components of life well-being and existential fulfillment. The degree of existential fullness shows whether there is a lot of meaning in life, whether a person lives in inner harmony, whether his decisions and actions correspond to his essence. Life well-being is a subjective feeling of wholeness of satisfaction with one's being. The study revealed significant connections between the components of such personal constructs as life well-being and existential fulfillment. As a result of the theoretical study , the following conclusions were made: The first fundamental existential motivation concerning the possibility of existence in the world is largely related to self-acceptance and competence. The second fundamental existential motivation concerning the value of life is largely related to self-acceptance and positive relationships. The third fundamental existential motivation concerning self-esteem is largely related to personal growth. The fourth fundamental existential motivation, crowning all the previous ones and concerning meaning, is essentially related to life goals and autonomy.
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