(2016) Science and education, 2-3, 110-115. Odessa.

Larysa Herasymenko,
Doctor of Pedagogy, professor,
Department of Psychology, Pedagogy and Philosophy
Kateryna Sabadyr,
5th year student, Faculty of Psychology,
Kremenchuk Mykhailo Ostrohradskyi National University,
20, Pershotravneva Str., Kremenchuk, Ukraine 

FORMING COGNITIVE MOTIVATION OF PRIMARY SCHOOL STUDENTS IN EXTRACURRICULAR ACTIVITIES 

 The main task of school education in Ukraine is the orientation at humanization and democratization of the whole educational process at school. Social changes define new priorities of education and upbringing, requiring the development of ambitious, self-motivated individuals, capable of rational creative work, bringing new ideas in all spheres of life. Therefore, an important task of modern education is the development critical thinking in school students. Primary school age is considered as the early formation of learning motivation. A modern school teacher faces an important task of finding new ways of forming positive motivation in children to implement the educational activity. The success and efficiency of the development and formation of primary school students’ cognitive motivation depend on the forms and methods of the educational process organization. In this regard modern teaching technologies, interactive teaching methods are of an extreme significance. One of the most effective methods of forming informative motivation in primary school students is the development of critical thinking, which enhances their cognitive activity, teaches to build their thoughts logically, etc. In order to assess the impact of the strategies of critical thinking on primary school students’ cognitive motivation an experiment involving 57 children who study at the 2nd grades of Kremenchuk specialized boarding school #21 has been conducted. The semester-long investigation has been carried out during the extracurricular time, which allowed moving away from the rigid structure of a lesson, discussing moral and ethical issues. The following methods have been used for the activation of critical thinking in primary school students: brainstorming, “Associative bush”, foresight (by name, a picture, a fragment of a film), a composition of prediction tables, controlled reading, a preliminary assessment of one’s own knowledge on the topic, drafting introspection tables. The experiment has proven the positive impact of critical thinking development on the formation of children’s cognitive motivation. As a result children have become more interested in the process of cognitive activity and succeeded in it.

 educational motivation, critical thinking, cognitive activity.

 1. Bekhterev, V. M. (2001). Psikhologiya soznaniya [Psychology of consciousness]. Saint Petersburg: Piter [in Russian].
2. Vakhterov, V. P. (1901). Nashi metody prepodavaniya i umstvennyy parazitizm [Our methods of teaching and intellectual parasitism]. Russkaya shkola – Russian school, 1, 186-191 [in Russian].
3. Ilin, E. P. (2003). Motivatsiya i motivy [Motivation and motives]. Saint Petersburg: Piter [in Russian].
4. Klarin, M. V. (1994). Innovatsionnye modeli obucheniya v zarubezhnykh pedagogicheskikh poiskakh [Innovative training models in foreign pedagogical searches]. Moscow: Arena [in Russian].
5. Kapterev, P. F. (1917). Novaya shkola v novoy Rossii [The New School in New Russia]. Pedagogicheskiy sbornik – Pedagogical journal, 10-11, 307-349 [in Russian].
6. Karelin, A. A. (2003). Psikhologicheskie testy [Psychological tests]. Moscow: Gumanit [in Russian].
7. Lemak, M. V. (2012). Psikholohu dlia roboty: dіahnostychnі metodyky [Psychology for work: dіagnostical techniques]. Uzhgorod [in Ukrainian].
8. Popper, K. (1992). Otkrytoe obshchestvo i ego vragi [The Open Society and Its Enemies]. Moscow: Feniks [in Russian].
9. Soros, Dzh. (1994). Utverdzhennia demokratii [Democracy approval]. Kyiv: Osnovy [in Ukrainian].
10. Stolyarenko, L. D. (2000). Pedagogicheskaya psikhologiya [Pedagogical psychology]. Rostov-naDonu: Feniks [in Russian].
11. Tyaglo, A. V. (1999). Kriticheskoe myshlenie: problema mirovogo obrazovaniya XXІ veka [Critical thinking: the problem of global education of the XXI century]. Kharkov: Izd-vo un-ta vnutrennikh del [in Russian].
12. Khalpern, D. (2000). Psikhologiya kriticheskogo myshleniya [Psychology of critical thinking]. Saint Petersburg: Piter [in Russian].
13. Shchukina, G. I. (1998). Pedagogicheskie problemy formirovaniya poznavatelnykh interesov uchashchikhsya [Pedagogical problems of forming informative interests in pupils]. Moscow: Pedagogika [in Russian].
14. Kurtz, P. (1999). Science, critical thinking, and the new skepticism. Santa Rosa [in English].

(2016) Science and education, 2-3, 115-121. Odessa.

Svitlana Herasina,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Psychology, State Higher Educational Establishment
«Pereyaslav-Khmelnytsky Hryhoriy Skovoroda State Pedagogical University»,
30, Sukhomlynsky, Str., Pereyaslav-Khmelnitsky, Ukraine. 

METHODS FOR SUPPORTING WORKING CAPACITY AND STRESS RESISTANCE OF A BUSINESS PERSON 

 The article deals with stress factors of a modern business person’s activity, focused on highly professional and conscientious fulfillment of the undertaken professional engagements. There have been revealed negative psychoemotional determinants based on socio-economic changes, which constantly accompany a business person and create stress situations in his/her professional self-fulfillment. Special attention is focused on a subject who is psychologically ready for activation of his/her own reserves, in order to adapt to the unstable business environment: time pressure; information war; uncertainties in terms of action at his/her own risk; while being in non-resource conditions (exhaustion, malaise, professional burnout, discomfort, emotional excitement, frustration, apathy). The concept of “stress resistance” is considered as an integral feature of a subject interconnected with a complex of intellectual, cognitive, emotional and personal qualities, which provide a means to withstand stress while maintaining the effectiveness in stress situations. The issue of time management causing business activities in time pressure mode has been considered as well. Besides, attention is paid to the essence of observing the basic principles of time management (prioritizing, delegation, rationality, dimension) to overcome the shortage of time. There have been also described the peculiarities of chronic stress condition of business people arisen as a result of systematic psychoemotional overpressure, which is manifested as physical, cognitive and emotional symptoms causing psychosomatic diseases. There have been reviewed the behavioral attributes of stress of a business person and inadequate (destructive) attempts to compensate it, which are manifested as addictive forms of behavior. The psychological methods of stress resistance and increasing working capacity have been determined. The article also deals with the methods of stress neutralization, including physical (effect of high and low temperatures on a body, different light spectra, sounds of different tones and melody (music), tempering, sauna, steam bath, Turkish bath, vat, sunbathing); physiological methods (effects on the cardiovascular, respiratory, muscular system, such as massage, acupuncture, physical exercises, muscle relaxation, breathing techniques); biochemical methods (pharmacological sleeping pills, anti-depressant medications, herbs (sedative group), homeopathy, dietary supplements, aromatherapy, drugs, alcohol); psychological methods (rational therapy, autogenous training, method of stress dissociating). The techniques of psychological methods of leveling the stress factors have been also suggested: rational therapy; autogenous training; method of stress dissociating, etc.

 businessperson, stressor, methods of stress leveling, stress resistance, working capacity

 1. Bodnar, A. Ya, Makarenko, N. H. (2013). Psykholohichni osoblyvosti stresostiikosti predstavnykiv stresohennykh profesii [Psychological peculiarities of stress resistance of representatives of stressful professions]. Naukovi zapysky NaUKMA: pedahohichni, psykholohichni nauky ta sotsialna robota – Proceedings of NaUKVA: pedagogical, psychological sciences and social work. (Vols. 149), (pp. 49-57) [in Ukrainian].
2. Melnik, Sh. (2014). Stressoustoychivost. Kak sokhranyat spokoystvie i effektivnost v lyubykh situatsiyakh [Stress resistance.How to keep patience and efficiency in any situations]. Moscow: Mann, Ivanov i Ferber [in Russian].
3. Piletskyi, V. I. (2014). Kopinh-stratehii povedinky osobystosti v stresovykh sytuatsiiakh [Coping strategies of personality’s behaviour in stressful situations]. Zbirnyknaukovykh prats: filosofiia, sotsiolohiia, psykholohiia – Collection of scientific works: philosophy, sociology, psychology, 19(1), 185-194 [in Ukrainian].
4. Tkachenko, I. V. (2014). Taim-menedzhment. Iskusstvo upravlyat svoim vremenem [Time-management. Time-management skills]. Kharkov: Argument Print: Vivat. [in Russian].
5. Shcherbatykh, Yu. V. (2006). Psikhologiya stressa i ego korrektsiya: ucheb. posob. [Psychology of stress and its correction: textbook]. Saint Petersburg: Piter. [in Russian].

(2016) Science and education, 2-3, 121-124. Odessa.

Iryna Hrytsiuk,
 associate professor, Applied Psychology and Life Safety Department,
Lesya Ukrainka East European National University,
 9, Potapova Str., Lutsk, Ukraine  

PSYCHOSOMATIC MANIFESTATIONS OF PSYCHOLOGICAL DISORDERS IN CHILDREN WHO HAVE EXPERIENCED PSYCHO-TRAUMATIC SITUATIONS 

 With the deepening of knowledge in the field of Psychophysiology, health psychology and mental activity, scientists are trying to explore the physiological and psychological phenomena and determine the features of the relations between them. This issue has been the subject of many researchers for a long time, so the interest in it is traced back to antiquity. Such researchers as Democritus, Aristotle, Plato were interested in human nature. Nowadays under the conditions of the development of science and technology the interest in psychosomatics is increasing. A system approach to solving the problems of mentality and its physical demonstration is relevant today. The article is aimed at revealing the specificity of childhood Psychosomatics. The researchers acknowledge that it is difficult to systematize and develop a classification of childhood psychosomatic disorders. Yet there are some common classifications recognized by the world community. Most leading scientists understand psychosomatic disorders as a group of diseased states that emerged from the interaction of mental and physical factors; this is a cohesive approach to understanding human health and diseases. Possible causes of occurrence of psychosomatic signs in children and teenagers have been reviewed in the article. Children’s mood is very vulnerable, so they respond to all changes occurring in their environment, and respond to their own stressful events. Due to the inability to verbalize and systematize their experiences, children begin to somatize those events. It has been discovered that in the process of the formation of a healthy personality the leading role is played by the environment. Besides, some protective techniques allowing to diagnose some psychosomatic diseases in children have been also described.

 childhood psychosomatics, psychosomatic symptom, physical status, picture of organic anxiety, adverse psychological effects, emotions, childhood disorders.

 1. Briazhunov, Y. P. (2009). Psikhosomatika u detey [Psychosomatics of children]. Moscow: Psikhoterapiya [in Russian].
2. Luban-Plozha, V., Peldynger, V., Kreger, F., Lederah-Gofmann, K. (1997). Psyhosomatychnyi hvoryi na pryiomi u likaria [Psychosomatic patient consulting a doctor]. Kyiv: Vydavnyzhtvo «ADEF-Ukraina» [in Ukrainian].
3. Malkyna-Pukh, Y. Gh. (2005). Psikhosomatika: Spravochnik prakticheskogo psikhologa [Psychosomatics: Handbook of practical psychologist]. Moscow: Yzd-vo Eksmo [in Ukrainian].
4. Kharchenko, D. M. (2015). Psykhosomatychni rozlady. Teorii, metody diahnostyky, rezultaty doslidzhen: navchalnyi posibnyk [Psychosomatic disorders. Theories, methods of diagnosis, research results: tutorial]. Kyiv: Vydavnychyi Dim «Slovo» [in Ukrainian].

(2016) Science and education, 2-3, 125-129. Odessa.

Yulia Kaliuzhna,
PhD (Candidate of Psychological Sciences), associate professor, Department of Psychology,
Larysa Peretiatko,
PhD (Candidate of Psychological Sciences), associate professor, Department of Psychology,
Poltava V. G. Korolenko National Pedagogical University,
2, Ostrogradskyi Str., Poltava, Ukraine

FEATURES OF THE DEVELOPMENT OF FUTURE TEACHERS’ COGNITIVE MOTIVATION IN THE PROCESS OF TEACHING PSYCHOLOGICAL DISCIPLINES 

 One of the urgent problems of modern higher education is the training of a future independent professional, capable of active self-regulation in labour activity and creative solution of the theoretical and practical problems. In this case a problem of activation of students’ cognitive activity is considered to be very important, namely the organization of such an interaction of future teachers in the educational process, which would provide the formation of effective motives of psychological knowledge mastering, without which their future professional activity would be impossible. Modern psychological and pedagogical literature on the topic deals with the possibilities of interactive methods of teaching students, in which teacher’s activity is focused not on a certain student, but on a group of interacting students, which enhance and activate cognitive activity of each other. Teacher’s position as a coordinator of students’ active work is the main characteristic feature of this type of teaching method. When mastering and transforming the object of cognition, students acquire new knowledge and skills, which are transformed into the new value orientations in terms of their future professional activities. The carried out empirical study has revealed significant differences in the cognitive motivation of student groups, in which seminars and practical lessons were held mainly according to the traditional scheme or the rules of interactive teaching. The obtained results show that the organization of the educational process by the use of interactive methods creates conditions for the strengthening of students’ motivation in studying and achieving success. Team activities help to overcome the uncertainty and fear of failure when solving complex tasks with professional content and thereby activate the cognitive interests of future teachers in the field of psychological knowledge. Cognitive motives and the motives of profession mastering are dominant compared to the pragmatic or status ambitions of future teachers. Thus, the inclusion of students into the interaction in solving professionally relevant situations provides not only the increasing of cognitive activities of every student, but the formation of the orientation at the achievement of the team result, creating the basis for the further professional development.

 necessity, interactive learning, learning task, collective cognition, cognitive motivation, problems of teaching, activation of activity.

 1. Badmaev, B. С. (1999). Metodika prepodavanija psiлhologii [Methods of teaching Psychology]. Moscow: Vlados [in Russian].
2. Balaev, A. A. (1996). Aktivnye metody obucheniya [Active methods of teaching]. Moscow: Profyzdat [in Russian].
3. Vergasov, V. M. (1986). Aktivizatsiya poznavatelnoy deyatelnosti studentov v vysshey shkole [Activization of students’ cognitive activity at higher school]. Kiev: Vyshcha shkola [in Russian].
4. Malykhin, O. V. (2014). Metodyka vykladannya u vyshchiy shkoli [Methods of teaching at higher school]. Kyiv: KNT [in Ukrainian].
5. Pometun, O. (2007). Interaktyvni metodyky ta systema navchannia [Interactive methods and education system]. Kyiv: Shkilnyy svit [in Ukrainian].
6. Semichenko, V. A. (2004). Problemy motivatsii povedeniya i deyatelnosti cheloveka [Problems of motivation of behavior and human’s activity]. Kiev: Millenium [in Russian].