(2017) Science and education, 11, 65-69. Odessa.

Yana Zapeka,
PhD (Candidate of Psychological Sciences),
Department of Developmental Psychology,
Taras Shevchenko National University of Kyiv,
60, Volodymyrska Str., Kyiv, Ukraine

PERSONAL TRAITS AS DETERMINANTS OF FEELING LONELINESS AMONG STUDENTS

Despite the informational and technological opportunities available in the modern world, the experience and perception of loneliness has a significant impact on personal development of young people. Understanding the factors that cause this phenomenon is crucial to creating effective counseling and coaching strategies to help people overcome the problems they face in experiencing loneliness. The aim of the article is to present the results of the study of the relationship between the experience of loneliness and personal qualities and life values. Loneliness is a multidimensional phenomenon that has both a subjective (experience) and an objective (social situation) aspects, both a negative and a positive potential. The existential approach was used as a basis of the study, according to which loneliness contains special personal resources, and the way it feels depends on the attitude to this experience. The research sample involved 89 respondents - students majoring in humanities and mathematics. Correlation and regression analyses were used to analyze the results of the study, while the Mann-Whitney statistical test and variance analysis helped to determine significant differences in the results between students of different specialties. The research outcomes have shown that single students tend to be more pessimistic about their future and have more negative expectations than those who do not feel alone. As for egoism, there are no significant differences, and this feature does not affect the experience of loneliness. However, the experience of loneliness is closely related to spirituality, individuality, and independence. According to the results of the study, the positive role of loneliness in the formation of a mature personality is emphasized, namely, as a resource for personal self-improvement.

personal traits, values, loneliness, youth, students.

1. Osin, E.N. (2016). Differentsialnyy oprosnik perezhivaniya odinochestva [Differential questionnaire of loneliness]. Moscow: Smysl [in Russian].
2. Midor, B. (2002). Lichnostno-tsentrirovannaya terapiya [Person-centered therapy]. Zhurnal pravkticheskoy psihologii i psikhoanaliza – Journal of practical psychology and psychoanalysis, 4. Retrieved from: http://www.pca.kh.ua/2010-01-23-19-49-36/32-2010-01- 30-18-14-03 [in Russian].
3. Muzdybaev, K. (2000). Egoizm lichnosti [Personal egoism]. Psihologicheskiy zhurnal – Psychological analysis, 2, 27-39 [in Russian].
4. Chang, E.C., et al. (1997). Optimism and pessimism as partially independent constructs: relations to positive and negative affectivity and psychological wellbeing. Personality and Individual Differences, 23, 433- 440 [in English].
5. Rokeach, M. (1973). The Nature of Human Values. New York: The Free Press. Retrieved from: http://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/refe rence/ReferencesPapers.aspx?ReferenceID=1845269 [in English].
6. Winnicott, D.W. On the Capacity to be Alone. International Journal of Psycho-Analysis, 39, 416-420. Retrieved from: https://montaigbakhtinian.com/2014/07/04/on-thecapacity-to-be-alone/ [in English].

(2017) Science and education, 11, 70-75. Odessa.

Oleksiy Kuznetsov,
PhD (Candidate of Psychological Sciences),
associate professor, Department of Practical Psychology,
H.S. Skovoroda Kharkiv national pedagogical university,
29, Alchevskich Str., Kharkiv, Ukraine

RELIGIOUSNESS: COMPONENTS, TYPES AND COPING STRATEGIES

The paper characterizes the structure and the types of religiousness. The concept of religiousness and religiosity are distinguished. The structure of religiousness is considered as a combination of such components as individual religiousness, paranormal belief, spiritual intelligence, beliefs and behaviors in coping. The adaptation of Assessment of Beliefs and Behaviors in Coping and its validity and reliability have been checked. The components of religiousness have been studied, namely: cognitive component of religiousness, conative component of religiousness, paranormal belief, religious self-awareness, emotional component of religiousness, behavioral component of religiousness. The types of religiousness (average religiousness, high religiousness, emotional religiousness, behavioral religiousness) were obtained. It is defined that the type of religiousness conditions the religious copings.

religiousness, religious coping, paranormal belief, spiritual intelligence, beliefs and behaviors in coping, the structure and types of religiousness.

1. Grigoriev, D.S. (2015). Adaptatsiya i validizatsiya shkaly very v paranormalnoye [Adaptation and validation of the scale of faith in the paranormal]. Sotsialnaya psikhologiya i obshchestvo – Social psychology and society, 6 (2), 132-145 [in Russian].
2. Kuznetsov, O. I. (2017). Struktura ta typolohichni osoblyvosti relihiynosti studentiv Problemy suchasnoyi psykholohiyi [Structure and typological peculiarities of students’ religiosity]. Problemy suchasnoyi psykholohiyi: Zbirnyk naukovykh prats Kamyanets-Podilskoho universytetu imeni Ivana Ohiyenka – Problems of modern psychology: Collection of scientific works of the KamyanetsPodilsky Ivan Ogienko University, 35, 259-272 [in Ukrainian].
3. Khomulenko, T.B., Fomenko, K. I., Golovina, E. Yu. (2014). Dukhovnyy yntellekt kak determynanta moralʹnoy otvetstvennosty lichnosty [Spiritual intelligence as a determinant of moral responsibility of personality]. Teoriya i praktyka upravlinnya sotsialnymy systemamy: shchokvartalnyy naukovo-praktychnyy zhurnal – Theory and practice of social systems management: quarterly scientific and practical journal. 4, 51-58 [in Russian].
4. Myagkov, I. F., Shcherbatykh, YU. V, Kravtsova, M. S. (1996). Test «Psikhologicheskiy analiz urovnya individualnoy religioznosti» [Test «Psychological analysis of the level of individual religiosity»]. Psikhologicheskiy zhurnal – Psychological journal, 10 (6), 120-122 [in Russian].
5. Golovina, O. Yu. (2016). The spiritual intelligence as an integrating factor of human consciousness Herald of H.S. Skovoroda KhNPU. Psychology – Visnyk KHNPU im. H.S. Skovorody. Psykholohiya, 53, 21-28.
6. Kulkarni, M. (2012). Initial Development and Validation of the Assessment of Beliefs and Behaviors in Coping (ABC). Dissertation. The University of Texas at Austin.
7. McClain, M E, Boyer, Eю W, Dent C L, Gergel, S. E, Grimm, N. B, Groffman, P. M. et al. (2003). Biogeochemical hot spots and hot moments at the interface of terrestrial and aquatic ecosystems. Ecosystems, 6(4), 301– 312.
8. Pargament, K.I., Koenig, H.G., Perez, L. The Many Methods of Religious Coping: Development and Initial Validation of the RCOPE (2000) Journal of clinical psychology, Vol. 56(4), P. 519–543.
9. Park, C. L., Folkman, S. (1997). Meaning in the context of stress and coping. Review of General Psychology, 1, 115-144.
10. Park, C. L., Cohen, L. H. (1993). Religious and nonreligious coping with the death of friend. Cognitive Therapy and Research, 17, 561-577.
11. Tix, A. P., Frazier, P. A. (1998). The use of religious coping during stressful life events: Main effects, moderation, and mediation. Journal of Consulting and Clinical Psychology, 66(2), 411-422.

(2017) Science and education, 11, 76-85. Odessa.

Yurii Maksimenko,
Doctor of Psychology, professor,
South Ukrainian National Pedagogical University named after k. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine
Lyudmila Matohnyuk,
PhD (Candidate of Psychological Sciences), associate professor,
Public Higher Educational Institution “Vynnytsia Academy of Continuous Education”,
13, Hrushevskiy Str., Vinnytsia, Ukraine

RESEARCH BASES OF PERSONALITY’S INFORMATION COMPETENCY IN DEVELOPMENTAL PSYCHOLOGY

The urgency of the formation of personality’s information competence is determined by rapid development of the information society. This is due to the introduction of computer and information technology, its application in everyday life and professional activities of people. The key competencies which students have to master are as follows: communication skills in a state language; basic competences in natural sciences and technologies; information and digital competence; the ability to learn throughout life; communication skills in foreign languages; mathematical competence; initiative and entrepreneurship; awareness and expression in the field of culture; environmental literacy; social and civil competencies. Summarizing the methodological achievements of domestic psychology, there have been analyzed the basic principles of personal development by O. Tkachenko – the principle of determinism, the principle of reflection, the principle of unity of the psyche and activity, the principle of mental development, the systemic and structural principle. On the basis of theoretical analysis of literature, there have been also analyzed the principles by V. Rybalko: the principle of objectivity of psychological research, the multidimensional and multileveled existence of the subject of psychology, the study of psychic phenomena in dynamics, creative activities, organization of developing and forming psychological influences. The theoretical analysis of basic principles of scientific psychology, which was founded by S. Rubinshtein and generalized in the works of I. Manoha has been conducted in the paper. Based on scientific literature review the vector of the main principles was purposefully shifted to the direction of informational competence of personality. It includes the principle of objectivity of psychological researching, the existence of a multiform and varied object of psychology, the principle of discovery of psychological phenomena in dynamics, the principle of selfrealization of a personality, organization of developing and forming psychological impacts.

information society, methodological principles, information competence of the individual, personality development, main concepts.

1. Hrynevych, L., Elkin, O., Kalashnikova, S. (2016). Nova ukrainska shkola [New Ukrainian schol]. Retrieved from: http://mon.gov.ua/%D0%9D%D0%BE%D0%B2%D0%B 8%D0%BD%D0%B8%202016/12/05/konczepcziya.pdf. [in Ukrainian].
2. Ananev, B. H. (1980). Izbrannye psikhologicheskie Trudy [Selected psychological works]. Moscow: Pedahohyka [in Russian].
3. Vygotskyi, L. S. (1983). Istoriya razvitiya vysshykh psikhicheskikh funktsyi [History of higher psychic functions development]. Sobr. Soch. – Collection of works, 5-328. Moscow: Pedagogika [in Russian].
4. Kostiuk, H. S. (1969). Printsip razvitiya v psikhologii [Principle of psychology development]. Mosow: Metodologicheskie i teoreticheskie problemy psikhologii [in Russian].
5. Leontev, A. A. (1985). Problemy razvitiya psikhiki [Problems of psyche development]. Moscow: Nauka [in Russian].
6. Lomov, B. F. (1989). Metodologicheskie i teoreticheskie problemy psikhologii [Methodical and theoretical issues of psychology]. Moscow: Nauka [in Russian].
7. Maksymenko, S. D. (2016). Poniattia osobystosti u psykholohii [The concept of personality in psychology]. Psykholohiia i osobystist – Psychology and personality, 1, 11-17. Retrieved from: http://nbuv.gov.ua/UJRN/Psios_2016_1_3.
8. Manokha, I.P. (2001). Psykholohiia potaiemnoho «Ya» [Psychology of privat self]. Kyiv: Polihrafknyha [in Ukrainian].
9. Matokhniuk, L. O. (2017). Teoretychnyi analiz problemy informatyzatsii suspilstva [Theoretical analysis of the issue of society informatization]. Problemy suchasnoi psykholohii: Zbirnyk naukovykh prats KamianetsPodilskoho natsionalnoho universytetu imeni Ivana Ohiienka – Challenges of modern psychology – Collection of scientific works, 37. Kamianets-Podilskyi: Aksioma [in Ukrainian].
10. Platonov, K. K. (1986). Struktura i razvitie lichnosti [Structure and development of a personality]. Moscow: Nauka [in Russian].
11. Pro skhvalennia Stratehii rozvytku informatsiinoho suspilstva v Ukraini: Rozporiadzhennia Kabinetu Ministriv Ukrainy [On acceptance of the strategy of development of information society in Ukraine] (2013). Ofitsiinyi visnyk Ukrainy – Official bulletin of Ukraine, 44 [in Ukrainian].
12. Rybalka, V. V. (2013). Naukovi vyznachennia osobystosti ta personolohichne myslennia psykholoha i pedahoha [Scientific interpretations of personality and personal thinking of psychologist and educator]. Psykholohiia i osobystist – Psychology and personality, 1, 131-162. Retrieved from: http://nbuv.gov.ua/UJRN/Psios_2013_1_12.
13. Romenets, V. A. (1998). Istoriia psykholohii XX stolittia [History of psychology of 20th century]. Kyiv: Lybid [in Ukrainian].
14. Rubynshtein, S. L. (1997). Izbrannye filosofskopsikhologicheskie trudy: Osnovy ontologii, logiki i psikhologii [Selected philosophic and psychological works: bases of ontology, logics and psychology]. Moscow: Nauka [in Russian].
15. Tkachenko, O. M. (1979). Pryntsypy i katehorii psykholohii [Principles and categories of psychology]. Kyiv: Vyshcha shk. [in Ukrainian].
16. Furman, A. V. (2013). Metodolohiia paradyhmalnykh doslidzhen u sotsialnii psykholohii [Methodology of paragidmal researches in social psychology]. Kyiv: Instytut politychnoi i sotsialnoi psykholohii; Ternopil: Ekonomichna dumka [in Ukrainian].
17. Shorokhova, K. V. (1987). Psikhologiya lichnosti i obraz zhizni [Personal psychology and lifestyle] [in Russian].
18. Yaroshevskyi, M.H. (1974). Istoriia psikhologii [History of psychology]. 3 rd ed. rev. Moscow [in Russian].

(2017) Science and education, 11, 86-91. Odessa.

Alla Skok,
PhD (Candidate of Psychological Sciences), associate professor,
Dean of the Faculty of Psychology and Pedagogy,
Irina Shlimakova,
PhD (Candidate of Psychological Sciences), associate professor,
head of the Department of Ecological Psychology and Sociology,
T. Shevchenko National University “Chernihiv Collegium”,
53, Hetman Polubotko Str., Chernihiv, Ukraine

MANIPULATIVE INFLUENCE APPLICATION IN WORK BY RESEARCH-PEDAGOGICAL STAFF

The purpose of the research is to analyze the results of the study of manipulative techniques application by school teachers, principals and university teachers in their work; searching for correlations between psychodynamic manifestations of the temperament of teachers and peculiarities of manipulations use. The following research methods were used in the study: Bant’s Scale of Manipulation Approach techniques, S. Bartchenko’s “Personality Orientation in Communication” Scale and V. Rusalova’s “Questionnaire of the Structure of Temperament”. On the basis of the results obtained, it has been determined that all the respondents use manipulating strategies in their work. The indicators vary from the average level to high. It has been found that school principals are characterized by the high level of manipulations application as distinct from university teachers. In the process of pedagogical interaction, university teachers are oriented mainly to equal communication, mutual understanding and communicative cooperation. There is a relationship between communicative authoritarianism and the manipulative influences of educators. Also, there are statistically significant relationships between social flexibility and the use of manipulative actions. Taking this into account, four types of pedagogical workers have been distinguished (“Indifferent”, “Conformal”, “Dialogical” and “Authoritarian”). One of the main tasks of training future educators is the formation of their skills according to the “Dialogical” type. The realization of this task is considered by means of the introduction of the principles of humanization and fundamentalization into the educational space of a higher educational establishment.

influence, manipulation, makiavellizm, humanitarization, fundamentalization, humanization.

1. Garifullin, R. (1997). Illyuzionizm lichnosti kak novaya fyilosofsko-psikhologicheskaya kontseptsiya [Illusionism of the individual as a new philosophical and psychological concept]. Psikhologiya obmana, manipulyatsii, kodirovaniya – Psychology of deception, manipulation, coding. Yoshkar-Ola [in Russian].
2. Bessnovov, B. (2010). Istoriya i filosofiya nauki: uchebnoe posobie [History and philosophy of science: textbook]. BM. : Publishing house «Yurait»; ID «Yurait» [in Russian].
3. Dotsenko, E. L. (1997). Psikhologiya manipulyatsii: fenomeny, mekhanizmy i zashchity [Psychology of manipulation: phenomena, mechanisms and protection]. Moscow: CheRo, Moscow State University [in Russian].
4. Kara-Murza, S.G. (2006). Manipuliatsiia svidomistiu: navchalnyi posibnyk [Manipulation of Consciousness: Textbook]. Kyiv: Orioni [in Ukrainian].
5. Mikhailova, N.N. (2001). Pedagogika podderzhki: uchebno-metodicheskoe posobie [Pedagogy of support: educational and methodical manual]. Мoscow: MIROS [in Russian].
6. Sidorenko, E.V. (2004). Training of influence and confrontation with influence [Trening vliyaniya i protivostoyaniya vliyaniyu]. St. Petersburg: Rech [in Russian].
7. Sosnin, V.A. (1993). Uchymsia obshchenyiu: vzaymoponymanye, vzaymodeistvye, perehovorы, trenynh [Learn to communicate: mutual understanding, interaction, negotiations, training]. Moscow [in Russian].
8. Shainov, V.P. (2010). Psikhologiya manipulirovaniya [Psychology of manipulation]. Minsk: Harvest [in Russian].
9. Goodin, R.E. (1980). Manipulatory politics. Yale U. Pr. N. Haven [in English].
10. Hayes, N. (1993). Principles of social psychology. Hove, Hillsdale : Lawrence Erlbaum Ass. [in English].
11. Freire, P. (1990). Pedagogy of the oppressed. Continun, N.Y. [in English].