(2016) Science and education, 11, 5-10. Odessa.

Oleksandr Voronov,
PhD (Candidate of Psychological Sciences), associate professor,
doctoral student of State Management Department,
National Academy for Public Administration under the President of Ukraine,
20, Ezhena Pottier Str., Kyiv, Ukraine

INFLUENCE OF ACTIVITY ON THE QUALITY OF MANAGERIAL DECISIONS IN THE SPHERE OF PUBLIC MANAGEMENT

The relevance of the formation of citizens’ social activity, their readiness for self-organisation for solving their prob- lems and participation in the processes of formation of public management in Ukraine has been considered. It has been proven that the position of certain public authority bodies that avoid making necessary decisions leads to decline in social activity of citizens. The aim of the research is the analysis of functioning of the phenomenon of individual activity in the sphere of public management and its impact on making managerial decisions. The basic task of the scientific research is the formation and approbation of psychological mechanisms of improvement of personal activity of public servants in the processes of making managerial decisions. In the course of the research, analytical method, questioning, and method of diagnosis of a personality’s motivation for success by T. Elers was used. The activity of the person who makes decisions plays a leading role in this process and appears permanently in its different phases. The results of the questioning of the Master-degree students majoring in public management concerning the systematisation of problematics of individual activ- ity increase in the process of making decisions by public servants have been presented. The impact of motivation of public servants on their activity in the processes of making managerial decisions has been reviewed. Public servants with the average and moderately high level of motivation for success form the basic groups according to the quantitative character- istics. Administrators of public authority bodies have high rates according to the average, moderately high and ultrahigh levels of motivation for success. High motivation for success promotes their active participation in the processes of making decisions, but causes low level of disposition to making risky decisions. The model of influence of activity on making decisions in the sphere of public management has been developed. Structurally the model is divided into three levels: indi- vidual activity of public servants, group activity (inherent to public management bodies) and social activity of people from regions of Ukraine. Study of influence of public servants’ individual activity on making risky decisions in public manage- ment bodies is considered to be basic direction of further research. 

activity, decision-making, public management, social activity, model, motivation.

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4. Grimak. L. P. (1991). Obshchenie s soboy: nachala psikhologii aktivnosti [Communication with oneself: principles of psychology of activity]. Moscow: Politizdat [in Russian]. 5. Golubeva, E. A. (2005). Sposobnosti. Lichnost. Individualnost [Ability. Personality. Individuality]. Dubna: «Feniks+» [in Russian].
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7. Kireeva, Z. A. (2013). Razvitie lichnosti v ramkakh prostranstvenno-vremennoy organizatsii zhiznennogo puti [Development of personality within spatio-temporal organisation of course of life]. Visnyk ONU im. I. I. Mechnikova. Psikhologiya – Bulletin of I. I. Mechnikov Odessa National University. Psychology, 18, 68-73 [in Ukrainian].
8. Klyucharev, V. A., Shmids, A. M., Shestakova, A. N. (2011). Neyroekonomika: neyrobiologiya prinyatiya resheniy [Neuroeconomics: reurobiology of making deci- sions]. Ekperimentalnaya psikhologiya – Experimantal psy- chology, 4, 14-35 [in Russian].
9. Kostenok, I. V. (2014). Osoblyvosti suchasnoyi paradyhmy publichnoho upravlinnya v Ukrayini [Specif- ics of present paradigm of public management in Ukraine ]. Menedzher – Manager, 1(67), 94-100 [in Ukrainian].
10. Nort, D. (1997). Instituty, institutsionalnye izmeneniya i funktsionirovanie ekonomiki [Institutes, institu- tional changes and functioning of economics]. Moscow: Fond ekonomicheskoy knigi «Nachala» [in Russian].
11. Petrovskiy, V. A. (1992). Psikhologiya neadaptivnoy aktivnosti [Psychology of nonadaptive ac- tivity ]. Moscow: TOO «Gorbunok» [in Russian].
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13. Cherneta, S. (2015). Sotsialna aktyvnist osobystosti yak umova rozvytku suchasnoho ukrayinskoho suspilstva [Social activity as the condition of development of present Ukrainian society]. Naukovyi visnyk Skhidnoievropeiskoho natsionalnoho universytetu im. Lesi Ukrayinky. Pedahohichni nauky – Scientific bul- letin of Lesya Ukrainka East European National Univer- sity. Pedagogy, 1, 177-180 [in Ukrainian].
14. Deci, E. L., Ryan, R. M., (1985). Intrinsic motivation and self-determination in human behavior. Series: Perspectives in Social Psychology. New York, Plenum [in English].

(2016) Science and education, 11, 17-24. Odessa.

Nataliia Volianiuk,
Doctor of Psychology, professor,
Head of the Department of Psychology and Pedagogy,
Heorhii Lozhkin,
Doctor of Psychology, professor,
Department of Psychology and Pedagogy,
National Technical University of Ukraine «Igor Sikorsky Kyiv Politechnic Institute»,
37, Peremogy Avenue, Kyiv, Ukraine

PSYCHOLOGICAL POTENTIAL AND BARRIERS OF INNOVATION ACTIVITY OF THE SUBJECT IN SCIENTIFIC AND EDUCATIONAL ACTIVITIES

The article is aimed at considering the concept of psychological potential of a subject of scientific and educational activities as well as the barriers that prevent a professional’s innovative activities. The following research methods were used: theoretical review, analysis, synthesis, comprehension and generalisation of scientific literature. Psychological potential is understood as not only something that is given to a man by nature, but that is constantly updated and renewed individually. The renewable part of the psychological potential mainly depends on the activity of the subject of scientific and educational activities. The structure of the psychological potential combines those mental formations, which are able to organise and coordinate various forms of interaction of the subject of activity with reality. Basing on the innovative activity of the subject in scientific and educational activities the following structural components of psychological potential have been distinguished: self-esteem, personal referentiality, the level of conflict, the experience of social interaction, moral normativity. Psychological characteristics, skills and abilities of the subject of scientific and educational activities are considered to be very important as they determine the success, development and implementation of innovation and creative thinking. However, these depth intentions can be weakened by two contradictory tendencies: on the one hand, it is progressive development, and on the other hand, regression as adverse changes in cognitive, motivation and behaviour fields. The following changes can be the barriers of innovation activities: conservatism, rigidity, dogmatism, conformism, stereotypical thinking, fixed self-esteem, lack of motivation, frustration, neophobia, and extreme conservatism. Personal structures of various levels which provide accumulation of the psychological potential have a significant impact on the goals set by a subject of scientific and educational activities and the way he/she overcomes barriers.

psychological potential, subject of scientific and educational activities, activity, innovation, barriers.

1.Vlasenko, Yu. O. (2003). Psikhologicheskiy analiz innovatsionnogo potentsiala lichnosti [Psychological analysis of the innovation potential of the individual]. Extended abstract of candidate’s thesis. Odessa [in Russian].
2.Volochkov, A.A. (2007). Aktivnost subekta bytiya: integrativnyy podkhod [The activity of the subject of being: an integrative approach]. Perm: Izd-vo Perm. gos. ped. un-ta [in Russian].
3. Volyanyuk, N.Yu, & Lozhkin, G.V. (2013). Psikhologicheskiy potentsial sotsialnoy otvetstvennosti subekta deyatelnosti [Psychological potential of social responsibility of a person]. National Technical University of Ukraine «Kyiv Polytechnic Institute». Philosophy. Psychology. Pedagogics, 2 (38), 30-32 [in Ukrainian].
4. Hudymenko, Yu. Yu. (2014). Psikhologicheskie barery k innovatsionnoy deyatelnosti, kak predposylki formirovaniya professionalnoy deformatsii lichnosti pedagoga [Psychological barriers to innovation as a prerequisite for the formation of professional deformation of the person of the teacher]. Psihologiya professionala: lichnost, deyatelnost, organizatsiya – Psychology of a professional: personality, activity, organization (pp. 60- 71). Tver: Tver.gos.un-t. [in Russian]. 5. Kostin, I. (2000). Ne boytes tvorcheskih intelligentov. Chto takoe kreativnaya ekonomika i chem ona grozit Ukraine? [Do not be afraid of creative intellectuals. What is the creative economy and how it threatens Ukraine?]. Ezhenedelnik – Weekly publication, 27-28 (779). Retrieved from: http://www.2000.ua/modules/pages/files/27779-8--14- iyulja-2016-g__697404_1.pdf [in Russian]. 
6. Zhalahina, T.A. (2003). Psikhologicheskoe obespechenie preodoleniya professionalnoy deformatsii lichnosti prepodavatelya vuza [Psychological support of overcoming professional deformation of university teacher’s personality]. Moscow: PERSJe [in Russian].
7. Zarakovskyi, H. M. (1998). Metodologiya otsenki populyatsionnogo psikhologicheskogo potentsiala [Methods of assessing population psychological potential]. Ananevskie chteniya-99 – Ananiev readings. St. Petersburg: Izd-vo SPbGU [in Russian].
8. Karpenko, S.V. (2007). Samoaktualizatsiya lichnosti v usloviyakh sovremennoy informatsionnoy sredy [Self-actualisation of an individual in the modern information environment]. Extended abstract of candidate’s thesis. Krasnodar [in Russian].
9. Leontiev, D.A. & Smyrnov, A.H. (2010). Smysl i otchuzhdenie kak prediktory povedeniya v nestrukturirovannoy situatsii [The meaning and alienation as predictors of behaviour in unstructured situations]. Eksperimentalnaya psikhologiya v Rossii: traditsii i perspektivy. Moscow: Institut psihologii RAN [in Russian].
10. Lozhkin, G. V. (2007). Konceptualnye predstavleniya o psikhologicheskom potentsiale kvalifitsirovannogo sportsmena [The conceptual ideas about the psychological potential of a skilled athlete]. Nauka v olimpiyskom sporte – Science about olimpic sports, 1, 87-93 [in Russian].
11. Lukov, S.V. (2012). Innovatsionnyy potentsial molodezhi v Rossiisko-Germanskom sotrudnichestve: pervyy opyt i perspektivy [Innovation potential of youth in the Russian-German cooperation: first experiences and perspectives]. Informatsionnyy gumanitarnyy portal «Znaniya. Ponimanie. Umenie – Informational humanitarian portal “Knowledge. Understanding. Skills”. Retrieved from: http://www.zpu-journal.ru/e-zpu/2012/3/Lukov_YouthRussian-German-Cooperation/ [in Russian].
12. Morosanova, V.I. & Aronova, E.A. (2007). Samosoznanie i samoregulyatsiya povedeniya [Selfawareness and self-regulation of behavior]. Moscow: Izd-vo «Institut psihologii RAN» [in Russian].
13. Rimashevska, N. M. (2005). O sotsialnoj doktrine Rossii [On the social doctrine of Russia]. Uroven' zhizni regionov Rossii, 8, 63-93. [in Russian].
14. Stepanova, H.B. (1998). Psihologicheskiy potentsial: individualnyy i populyatsionnyy [Psychological potencial: individual and population one]. Chelovek – Human, 3, 50-59 [in Russian].
15. Yudin, Ye. H. (1978). Sistemnyy pokhod i printsip deyatelnosti [System approach and the principle of activity]. Moscow: Nauka [in Russian].
16. Volyanyuk, N. & Lozhkin, G. (2008). Ways of overcoming psychological barriers. Abstracts of XXIX International Congress of Psychology. CD-ROM of ICP [in English]. 

(2016) Science and education, 11, 11-17. Odessa.

Iryna Brynza,
PhD (Candidate of Psychological Sciences), associate professor,
Nataliia Lyshchyna,
post-graduate student, Department of General and Differential Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

APPROBATION OF THE INVENTORY OF PROPENSITY TO EXPERIENCING ROLE CRISIS

The article deals with the issue of assessing personality’s role crisis, stages of the development and teasing of results of the inventory for psychometric efficiency. The scientific literature review has revealed a great variety of psychodiagnostic methods for assessing the crisis characteristics experienced by a man, as well as types of the role behaviour crisis, but there are no methods for assessing the peculiarities of experiencing the role crisis. That is why it was reasonable to develop a new author’s technique. The paper is aimed at describing the stages of development and testing of diagnostic test instrument that makes it possible to measure the indicators of propensity to experiencing role crisis. With the purpose of diagnostic test instrument development, the authors applied theoretical, synthetic, analytical methods, expert evaluation method, diagnostic, mathematical and statistical methods. The aim, according to the requirements of psychometrics, was implemented in several stages. At the first stage, theoretical construct of the inventory was prepared; six role-based characteristics were distinguished by expertise: 1. I am a child; 2. I am a mother/father; 3. I am a wife/husband; 4. I am a professional; 5. I am a woman/man; 6. I am an adult. At the second stage, the form and indicators of the answers were chosen. At the third stage, theoretical construct of the technique was tested for psychometric effectiveness. The testing of face validity was carried out with the cooperation of a group of respondents (136 people) and experts-psychologists (26 people). It showed the need for modification of the inventory and deleting some statements. The paper presents the tables illustrating homogeneity (consistency) of the parts of the inventory and discriminative character of test cases. Rather significant coefficients of correlations between all the indicators demonstrate homogeneity of the test cases, its internal consistency in general, which confirms its discriminative character. To substantiate construct validity of the inventory, we applied factor analysis that made it possible to confirm the total number of statements included into the inventory: there were 96 statements left (both for men and women’s variants). Thus, the above-mentioned statistical proofs confirm the inventory’s reliability, validity, discriminative character, and psychometric effectiveness. The inventory is applicable for scientific and practical purposes.

personality, crisis, life roles, experiencing role crisis, role-based dysfunctions.

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4. Brynza, I. B. (2000). Osobennosti perezhivaniyа professionalnogo krizisa u lits s razlichnym tipom еmotsionalnosti [Peculiarities of experiencing professional crisis by persons with different emotionality types]. Candidate’s thesis. Odesa [in Russian].
5. Burlachuk, L. F. (2000). Slovar-spravochnik po psihodiagnostike [Doctionary in psychodiagnostics]. S. M. Morozov (Ed.). Saint Petersburg: Piter [in Russian].
6. Vasilyuk, F. E. (1995). Zhiznennyi mir i krizis: Tipologicheskii analiz kriticheskikh situatsiy [Life and crisis: typological review of crisis situations]. Psihologicheskii zhurnal – Psychological journal, 3, 90- 101 [in Russian].
7. Grimak, L. P. (1987). Rezervy chelovecheskoi psihiki – Capacity of human psyche. Moscow: Politizdat [in Russian].
8. Grof, S., Grof, K. (1995). Duhovnyi krizis: ponimanie еmogtsionalnogo krizisa [Spiritual crisis: understanding of emotional crisis]. Duhovnyi krizis: Stati i issledovaniyа – Spiritual crisis: articles and studies. Moscow: MTM [in Russian].
9. Klain, P. (1994). Spravochnoe rukovodstvo po konstruirovaniyu testov [Manual of making tests]. Kiev: PAN LTD [in Russian].
10. Petrovskoiy, A. V., Yaroshevskiy, M. G. (Ed.). (1990). Psikhologiyа: Slovar [Psychology: dictionary]. Moscow [in Russian].
11. Titarenko, T. M. (Ed.). (1998). Psykholohіiа zhittievoi kryzy [Psychology of vital crisis]. Kyiv: Agropromvidav Ukrainy [in Ukrainian].
12. Riterman, T. P. (2009). Sotsiologiyа: Polnyi kurs [Sociology: full course]. Ekaterinburg; Moscow [in Russian].
13. Osipov, G. V., Kabysha, A. V., Tulchinskiy, M. R. (1995). Sotsiologiyа: Uchebnik dlyа vuzov [Sociology: textbook for universities]. Moscow: Nauka [in Russian].
14. Shevandrin, N. I. (1998). Psikhodiagnostika, korrektsiyа i razvitie lichnosti [Psychodiagnostics, correction and personal development]. Moscow: VLADOS [in Russian].
15. Cole, M. Alexander Luria and the Resolution of the Crisis in psychology. First International Luria Memorial Conference: abstracts. Moscow: MSU [in Russian].
16. Hoff, L. A. (1978). People in crisis: understanding and helping. Menlopark (Calif.): AddisonWesley publ. [in Russian].

(2016) Science and education, 11, 24-30. Odessa.

Oksana Davydova,
research assistant,
University of Educational Management, NAES of Ukraine,
high level certificate practical psychologist,
Kremenchug Lyceum of Information Technologies No.30 named after N. Shevchenko,
3, O. Koshevoho Lane, Kremenchuk, Ukraine

INTERRELATION OF PEDAGOGICAL STEREOTYPES AND
PARAMETERS OF TEACHERS’ PROFESSIONAL ACTIVITIES

The article presents the results of the empirical research of the stereotypes in teachers’ pedagogical activities. The study was carried out during 2014-2016 and involved 205 surveyed. In terms of the multi-factor model, the differences in the parameters of teachers’ professional competence with different tendencies to stereotypisation depending on different pedagogical techniques, oriented at efficient support of the didactic communication in the situations of educational interaction, have been analysed. The following 12 groups of teachers have been distinguished: controlling (with extremely high level of stereotypisation) – 14 respondents, differential (the one with extremely high level of stereotypisation) – 40 respondents, facilitative (with extremely high level of stereotypisation) – 21 respondents; controlling (with high level of stereotypisation) – 8, differential (with high level of stereotypisation) – 30, facilitative (with high level of stereotypisation) – 7; controlling (with normal level of stereotypisation) – 8, differential (with normal level of stereotypisation) – 27, facilitative (with normal level of stereotypisation) – 6; controlling (with low level of stereotypisation) – 7, differential (with low level of stereotypisation) – 27, and facilitative (with low level of stereotypisation) – 10 respondents. The obtained results make it possible to conclude that the pedagogues with very high stereotype tendencies have difficulties associated with the violations of emotional stability, motivational complex and self-image. Under the conditions of crisis states, the group of teachers with the facilitative type is considered to be optimal according to psychological characteristics. The group of the controlling type is characterised by emotional ill-being, insufficient satisfaction with work, etc. With the decrease of the corresponding stereotype tendencies the processes of self-organisation, identification and stereotypisation become interconnected.

pedagogical activities, educational process, pedagogical stereotypes, transformation, development.

1. Aminov, N. A. (1997). Diagnostika pedagogicheskikh sposobnostey [Assessment of pedagogical skills]. Ginzburga, M. R. (Ed.). Moscow: Institut prakticheskoy psikhologii. Voronezh: MODEK [in Russian].
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4. Lushin, P. V. (2013). Ekologichnaya pomoshch lichnosti v perekhodnyy period: ekofasilitatsiya: monografiya [Ecological personal aid in the transitional period: ecofacilitation: monograph]. Kiev [in Russian].
5. Mamardashvili, M. (1992). Kak ya ponimayu filosofiyu [The way I understand philosophy]. Moscow: Progress [in Russian].
6. Nasledov, A. D. (2004). Matematicheskie metody v psikhologii: Uchebnoe posobie [Mathematical methods in Psychology: textbook]. Saint Petersburg: Rech [in Russian].
7. Rezapkina, G. V., Rezapkina Z. V. (2009). Psikhologicheskiy portret uchitelya: opyt samodiagnostiki [Psychological portrait of a teacher: the experience of self-assessment]. Psikhologiya i shkola – Psychology and school, 1 [in Russian].
8. Rechkin, N. S. (2006). Stereotipy i protsessy stereotipizatsii v sotsial'nykh sistemakh: na primere sistem shkolnogo obrazovaniya [Stereotypes and processes of stereotypization in social systems: through the example of school educational systems]. Candidate’s thesis. Rostov na Donu [in Russian].