(2016) Science and education, 7, 44-51. Odessa.

Iryna Vare,
post-graduate student,
Department of Theory and Methods of Practical Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankovska Str., Odesa, Ukraine

SELF-ATTITUDE OF STUDENTS-PSYCHOLOGISTS WITH
DIFFERENT LEVELS OF VALUE ORIENTATIONS MATURITY

Balanced positive self-attitude of a psychologist is an important psychological condition for his/her efficient interaction with counselees. The study of this phenomenon, the revealing of its place in the process of personal development is an urgent problem of modern personality psychology. The article is aimed at presenting theoretical and empirical results of researching self-attitude of future psychologists with different levels of value orientations maturity. With the help of the correlation analysis it has been found that the peculiarities of self-attitude of 1-5 th year students with the high level of value orientations maturity lie in the following: a) 1st year students are characterized by high self-esteem, they are able to accept criticism, have positive self-attitude, but in critical situations are prone to underestimate their own achievements; b) 2nd year students demonstrate self-belief which helps them to overcome difficulties; c) 3-4th year students consider themselves to be the coordinators of their development, they are fair and are able to control different Психологія – Психология – Psychology "Наука і освіта", №7, 2016 51 emotional reactions and criticism. Future psychologists with the low level of value orientations maturity are described as follows: a) 1st year students reveal the peculiarities of self-attitude depending on the level of the adjustment to a situation, they are also characterized by the defensiveness; b) 2nd and 3rd year students always show their self-confidence and judge other people, trying to blame them in every difficult situation; c) 4-5 th year students have very high selfesteem, but they tend to deny their own guilt in conflict situations and problems. Thus, the level of value orientations maturity and the peculiarities of self-attitude are the factors of the professional development of a psychologist that determine the success of his/her career. 

value orientations, self-attitude, students-psychologists, self-confidence, self-worth.

1. Posokhova, S. T. Solovieva, S. L. (2008). Nastolnaya kniga prakticheskogo psikhologa [Handbook of a practical psychologist]. Saint Petersburg: Sova [in Russian].
2. Panok, V. G. (2012). Psykholohіchna sluzhba: Navchalno-metodychnyi posіbnyk dlia studentіv і vykladachіv [Psychological aid: textbook for students and lecturers]. Kamianets-Podolskyi: TOV Drukarnya Ruta [in Ukrainian].
3. Pantileev, S. R. (1991). Samootnoshenie kak emotsionalno-otsenochnaya sistema. [Self-attitude as an emotionally-assessment system.]. Moscow: MGU [in Russian].
4. Kolyshko, A. M. (2004). Psikhologiya samootnosheniya: Uchebnoe posobie. [Psychology of the selfattitude: textbook]. Grodno: GrGU [in Russian].

(2016) Science and education, 7, 51-58. 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

 PSYCHOLOGICAL ASPECTS OF TIME FACTOR IN THE PROCESS
OF MAKING MANAGERIAL DECISIONS IN PUBLIC ADMINISTRATION

The study shows that decisions made by a civil servant in public administration sphere are formed on the basis of stereotypes of his occupational status in the context of time perspective interpretation. The working effectiveness after all comes to time saving both for an individual and the society. This necessitates the formation of the relevant decisionmaking technologies. Therefore, the study of the psychological impact of time factor on managerial decision-making process by public authorities representatives is important today and represents an independent subject of psychological research. The article is aimed at considering the approaches to the introduction of psychological time category in the decision-making structure of public administration employees. While analyzing the impact of subjective time factor on managerial decision-making process by public officials the following methods were used: analytical method, procedure for measuring individual time unit by B. Tsukanov, G. Eysenck Personality Questionnaire, J. Rotter Questionnaire. The terminology system and structure of time aspects affecting managerial decision-making in public sphere have been presented. The subjective time factor is considered to be a key player in such a structure. Peculiarities of making managerial decisions by public officials have been investigated with the help of B. Tsukanov technique depending on individual time unit which correlates with temperament characteristics (by G. Eysenck), and internality / externality (by J. Rotter). The most optimal characteristics for individuals who make decisions in public administration sphere have been revealed. The phlegmatic and sanguineous group representatives were considered to be the most efficient. They demonstrate the most optimal approach to making managerial decisions, however, they have different time characteristics. It has been proved that melancholic group representatives are able to make regulatory decisions within specified time limits under favorable conditions. The further study of the subjective time factor influence on decision-making process in public administration sphere is considered as the most promising one taking into account gender and age aspects. The practical application of advanced decision-making technologies taking into account the individual unit of a civil servant’s time has been suggested.

time factor, public administration, personal time unit, alternatives, the lack of time. 

1. Bakumenko, V. D. (2010). Pryiniattia rishen v derzhavnomu upravlinni: navch. posibnyk [u 2 ch.] [Decision-making in public administration: manual [in 2 parts]. Teoretyko-metodolohichni zasady. – Ch. 1 [Theoretical and methodological principals. – Part 1 ]. Kyiv : VPTs AMU [in Ukrainian].
2. Bolotova, A. K. (2006). Psikhologiya organizatsii vremeni: ucheb. posobie dlya studentov vuzov [Psychology of time management: manual for university students]. Moscow: Aspekt-Press [in Russian].
3. Bondarchuk, N. V. (2012) Pryiniattia upravlinskykh rishen pry vybori variantiv investytsiinykh proektiv z urakhuvanniam faktoru chasu [Managerial decision-making procedure in the alternative choice of capital investment project considering the time factor]. Investytsii: praktyka ta dosvid – Investments: practice and experience,13, 4-7 [in Ukrainian].
4. Kireeva, Z. A. (2012). Psikhologicheskie issledovaniya fenomena vremeni v istorii Odesskogo universiteta [Psychological investigations of time phenomenon in the history of Odessa University]. Vestnik Odesskogo natsionalnogo universiteta. Psikhologіya – Bulletin of Odessa National University. Psychology, 3, 63-70 [in Russian].
5. Kozeletskiy, Yu. (1979). Psikhologicheskaya teoriya resheniy [Psychological decision theory]. Moscow: Progress [in Russian]
6. Kozlov, V. V. (2009). Transtsendentsiya vremeni v tvorchestve. Psikhologiya tvorchestva: svet, sumerki i temnaya noch dushi [Time transcendence in arts. Psychology of art: light, dusk and black night of the soul]. Moscow: Gala [in Russian].
7. Kunts, G., O`Donnel, S. (1981). Upravlenie: sistemnyy i situatsionnyy analiz upravlencheskikh funktsiy [Management: system and situational analysis of managerial functions]. Moscow: Progress [in Russian].
8. Marks, K., Engel's, F. (1961). Ekonomicheskie rukopisi [Economic literary works]. Sochineniya – Writings. Moscow: Izdatelstvo politicheskoy literatury [in Russian].
9. Mintsberg, G. (2004). Struktura v kulake: sozdanie effektivnoy organizatsii [Structure in fives: De- Психологія – Психология – Psychology "Наука і освіта", №7, 2016 57 signing effective organizations]. Saint Petersburg: Piter [in Russian].
10. Tsukanov, B. Y. (2000). Vremya v psikhike cheloveka: monografiya [Time in human mind: monograph]. Odessa: Astroprint [in Ukrainian].
11. Elkin, D. G. (1962). Vospriyatie vremeni [Time perception]. Moscow: APN RSFSR [in Russian].
12. Kahneman, D., Tversky, A. (1979). Prospect theory: an analysis of decision under risk. Econometrica, 47, 263-291 [in English].
13. Camerer, C., Loewenstein, G. (2003). Behavioural economics: past, present, future. Introduction . Camerer C., Loewenstein G., Rabin M. (еds.) Advances in Behavioural Economics, (pp. 3-52). Princeton (NJ): Princeton University Press [in English].
14. Rotter, J. В. (1990). Internal versus external control of reinforcement: A case history of a variable. American Psychologist, 45, 489-493 [in English].

(2016) Science and education, 7, 58-64. Odessa.

Aliona Pohribna,
post-graduate student,
Department of Psychology,
Donbass State Pedagogical University,
19, Р. Batiuk Str., Sloviansk, Ukraine

COPING RESOURCES OF SPECIAL SCHOOLS TEACHERS AS A PSYCHOLOGICAL PROBLEM

The article deals with the problem of coping resources as a systematic, integrating personality characteristic, which makes it possible to overcome difficult life situations; is actualized and manifested in personality’s self-determination processes. Considering stress- and affect-producing nature of teaching, especially at special schools (for children with cognitive development disorders), the formation of the main (basic) coping resources in this category of teachers can serve as the basis for the development of highly functional protective coping behavior, which, in turn, will contribute to the implementation of prevention and overcoming burnout in the professional environment. The article is aimed at studying the quantitative and qualitative structure of the coping resources of special schools teachers and the analysis of their interactions with the parameters of emotional burnout. Based on the conceptual provisions of the resource approach to cope with stress, a pilot study was conducted with the help of standardized psychodiagnostic methods: «Loss and acquisition of personal resources», «Diagnosis of emotional burnout», as well as multivariate Freiburg’s personality questionnaire. The deficit of the most important coping resources in this category of teachers has been found as a result of the research (ability to cope with stress, assertiveness, optimism, sociability, etc.), as well as the imbalance between «loss» and «acquisition» of personal resources, which caused the symptoms of emotional burnout. It has been experimentally proved that teachers with the symptoms of burnout are characterized by low capacity for accumulation («conservation») of personal and environmental resources before facing a stressful situation, the disability to use and update them. The obtained results have made it possible to identify the further ways of preventing and overcoming the emotional burnout in this category of teachers by forming their adaptive coping resources.

coping resources, coping, emotional burnout, stress, professional activity.

1. Isaeva, E. R. (2009). Koping-povedenie i psihologicheskaya zaschita lichnosti v usloviyah zdorovya i bolezni [Coping behavior and psychological protection of the individual in terms of health and disease]. Saint Petersburg: Publisher SPbGMU [in Russian].
2. Kryukova, T. L. (2004). Psihologiya sovladayuschego povedeniya [Psychology of coping behaviour]. Kostroma: Avantitul [in Russian].
3. Ponikarova, V. N., & Bragina, V. D. (2010). Psikhologicheskie osobennosti sovladayuschego povedeniya pedagogov-defektologov na raznyih etapah ih professionalnogo stanovleniya [Psychological features of coping behavior of teachers-defectologists at different stages of their professional development]. Cherepovets: GOU VPO «Cherepovets State University» [in Russian].
4. Sele, G. (2002). Stress bez distressa [Stress without distress]. Moscow: Progress [in Russian].
5. Sydorenko, A. V. (2012). Psykholohichni osoblyvosti kopinh-povedinky vchyteliv u pedahohichnii vzaiemodii z pidlitkamy-deviantamy [Psychological characteristics of coping behavior of teachers in the pedagogical interaction with adolescents-deviants]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
6. Hobfoll, S. E. (1989). Conservation of resources: a new attempt at conceptualizing stress. American Psychologist, 44 (3), 513-524 [in English].
7. Chebykin, O. Ya. (2001). Indyvidualnooriientovane navchannia v mezhakh systemnorozvyvalnoi kontseptsii pvdhtovky vchytelia [Persncentered teaching in terms of system development concept of teacher training]. Nauka i osvita – Science and education, 5, 132-133 [in Ukrainian].

(2016) Science and education, 7, 64-69. Odessa.

Iryna Brynza,
PhD (Candidate of Psychological Sciences), associate professor,
Department of General and Differential Psychology,
Iryna Horban,
student, Department of Personnel Development, Specialty “Psychology”,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

QUALITY OF LIFE IN THE TIME CONTEXT: COMPARATIVE ANALYSIS

The article is aimed at revealing the life quality parameters from the perspective of their influence on a personality as stressors or recourse factors. The methods of observing, questioning, interviewing and testing have been used in the research. The study involved 60 students aged from 20 to 40 years, who were divided into two groups (the students who studied in 2013 and the ones who have been studying in 2016). The following parameters of life quality have been compared: demographic (job, the level of income, education, etc.), social (taking part in social life, the level of satisfaction with a job and the place in the society), psychological (emotional state, presence or absence of some psychological disorders, intelligence, the ability to achieve goals, the level of sexual activity, etc.), physical (working capacity, mobility, ability to deal with everyday routine, etc.). It has been found that the following life quality parameters are considered as stressors for the first group of students: social (the impossibility of having private space), psychological (crisis states, exaggerated sense of guilt, fear, responsibility, sensitivity, etc.). The following life quality parameters are considered as resource factors for them: physical (physical activity, business trips, relaxing, controlled drinking and smoking), psychological (tendency to optimism, self-respect, hierarchy of life values and needs); spiritual (meditation), demographic (career development). The second group of students considers the following parameters as stress factors: psychological (rage in everyday life, pessimistic view of life, etc.), physical (low physical activity, absence of business trips, etc.), social (interpersonal relations with people). These students consider the flowing life quality parameters as resource factors: demographic component (improvement of one’s financial state, career development. etc.), psychological (tendency to optimism, possibility to spend time on their own, etc.), physical (health improvement, drinking no alcohol, etc.). It has been found that life quality as a psychological category can act like an indicator of person’s psychological wealth or ill-being changing with time.

personality, life quality, stress factors, resource factors, indicators. 

1. Almakaeva, A. M. (2006). Subiektivnoe kachestvo zhizni: osnovnye problemy issledovaniya [Subjective quality of life: main problems]. Vestnik SamGU – Bulletin of SamSU, 5(45), 42-43 [in Russian].
2. Baranova, A. V. (2005). Ekonomikopsikhologicheskie determinanty subektivnogo kachestva zhizni [Economic and psychological determinants of the subjective quality of life]. Candidate’s thesis. Moscow [in Russian].
3. Bobkov, V. N., Mstislavskiy P. S. (1996). Kachestvo zhizni: sushchnost i pokazateli [Quality of life: essence and indicators]. Chelovek i trud – Human being and labor, 6, 76-77 [in Russian].
4. Brynza I. V. (2013). Yakosti zhyttia yak indykator psykholohichnoho blahopoluchchia suchasnykh studentiv [Quality of life as an indicator of modern students’ psychological wellbeing]. Sovremennye tendentsii v pedahohycheskom obrazovanii i nauke Izraylia: put k integratsii – Modern tendencies in pedagogical education and science of Israel: the way to integration, 4, 125-130. Ariel [in Ukrainian].
5. Kuzmichev, L. A., Fedorov, M. V., Zadesents, E. E. (Ed.). (2000). Kachestvo zhizni: sushchnost, otsenka, strategiya formirovaniya [Quality of life: essence, evaluation, strategy of formation]. Moscow: VNIITE [in Russian].
6. Muzdybaev, K. (1981). Udovletvorennost zhiznyu, oshchushchenie schastya, perezhivanie smysla sobstvennogo bytiya [Satisfaction with life, feeling of happiness, experiencing the essence of being]. Rabochiy klass SSSR na rubezhe 80-kh godov – Labor class of USSR at the turn of 80-ies. (pp. 181-198). Gordon L. A., Nazimova A. K. (Ed.). Moscow: In-t mezhdunarodnogo rabochego dvizheniya AN SSSR [in Russian].
7. Fetiskin, N. P., Kozlov, V. V., Manuylov, G. M. (2009). Sotsialno-psikhologicheskaya diagnostika razvitiya lichnosti i malykh grupp [Psychosocial diagnostics of the development of an individual and small groups of people]. Moscow: Nauka [in Russian].
8. Fromm, E. (1998). Zdorovoe obshchestvo [Healthy society]. Muzhchina i zhenshchina – Man and woman. (pp. 129-152). MO-Firma. Iz-vo Ast [in Russian].