(2017) Science and education, 9, 68-74. Odessa.

Nataliia Puzyrna,
PhD (Candidate of Legal Sciences), associate professor,
Department of Labor Law, Administrative Law and the Process,
Chernihiv National Technological University,
95, Shevchenko Str., Chernihiv, Ukraine

CORRELATION OF COGNITIVE QUALITIES AND INTELLIGENCE IN LAW STUDENTS

The article deals with the structure of law students’ intellectual abilities in terms of studying at higher educational institutions. The research was aimed at studying cognitive styles of “reflection – impulsiveness”, “rigidity – the flexibility of cognitive control”, “field dependence – field independence” of law students. In order to examine the efficiency of intelligence an adult version of D. Wexler’s technique of was used. The determination of the level of metacognitive abilities maturity was carried out using the method of high-speed signal differentiation considering the number of errors made. The average time taken to complete all four tasks for classification and J. Kagan’s “Comparison of Similar Drawings” technique were used to study the cognitive style “impulsivity – reflectivity”, J. Stroop’s verbal-color interference test was applied in order to examine the cognitive style “rigidity – flexibility of cognitive control”. The research outcomes show that sensory performance is closely related to the individual-typological characteristics of a person. It can be assumed that stylistic differences depend on the degree of spontaneous intellectual control maturity, which is one of the components of metacognitive experience and through which the regulation of the process of information processing is carried out. The results of studying the cognitive-stylistic behavior of students with different levels of psychometric intelligence can confirm the hypothesis about the functional unity of productive and stylistic qualities. A specific manifestation of stylistic peculiarities can either decrease or increase intellectual efficiency and development of intellectual abilities of the individual. Features of cognitive-style behavior can act as intellectual resources, using which a subject has an opportunity to compensate for the lack of intellectual abilities development. This is evidenced by the results of the testing of a number of law students who have had low indices of general intelligence. This fact makes it possible to assume that people with different levels of intelligence differ in the main stylistic features of the intellectual resource, and stylistic indicators can be considered as indicators of intellectual maturity of the individual.

 cognitive styles, intellectual development of students, information processing, metacognitive structures, stylistic peculiarities.

1. Kholodnaia, M.A. (2004). Kognitivnye stili: O prirode individualnogo uma [Cognitive styles: The nature of the individual mind]. (2nd. ed., rev.). Saint Petersburg: Piter [in Russian].
2. Kholodnaia, M.A. (2016). Poniatiinye metakognitivnye i intentsionalnye sposobnosti kak resursnyi faktor intellektualnogo razvitiia [Conceptual, metacognitive and intentional abilities as a resource factor of intellectual development]. M.A. Kholodnaia, G.V. Ozhiganova (Eds.). Mentalnye resursy lichnosti teoreticheskie i prikladnye issdedovaniia – Mental resources of personality: theoretical and applied research: Proceedings from materials of the third international symposium (Moscow, October 20-21, 2016), (pp. 26–32). Moscow: Institut psikhologii RAN [in Russian].
3. Skotnikova, I.G. (2014). Spetsifika modeli priniatiia resheniia i otsenki uverennosti v sensornykh zadachakh po otnosheniiu k drugim modeliam etikh protsessov osnovannym na teorii obnaruzheniia signala [The specificity of the decision-making model and the assessment of confidence in sensory problems with respect to other models of these processes, based on the theory of signal detection]. VI Mezhdunarodnaia konferentsiia po kognitivnoi nauke – Proceedings from the 6th International Conference on Cognitive Science, (pp. 720– 722). Kalinigrad [in Russian].
4. Ushakov, D.V. (Ed.) (2006). Psikhologiia tvorchestva. Shkola Ia.A. Ponomareva [Psychology of creativity. School of Y.A. Ponomarev]. Moscow: Institut psikhologii RAN [in Russian].
5. Shekhter, L.M. (2005). Zritelnye mekhanizmy formirovaniia kategorialnykh struktur [Visual mechanisms for the formation of categorical structures]. Vestnik MGU Seria 14. Psikhologiia – Bulletin of Moscow State University. Ser. 14. Psychology, 1, 58–67 [in Russian].
6. Moskalets, V.P. (2004). Sutnist intelektu, myslennia, movlennia, svidomosti yak psykhofunktsionalnykh dannostei [The essence of intelligence, thinking, speech, consciousness as psychofunctional data]. Psykholohiia i suspilstvo – Psychology and Society, 4, 114-131 [in Ukrainian].
7. Palazzolo, E.T. (2011). Transactive Memory and Organizational Knowledge. Communication and organizational knowledge: Contemporary issues for theory and practice. H.E. Canary and R.D. McPhee (Eds.). New York: Routledge [in English].
8. Casey B., Tottenham, N., Liston, C., Darston S. (2005). Imaging the developing brain: What have we learned about cognitive development? Trends in cognitive Sciences, 9, 104-110 [in English].

(2017) Science and education, 9, 75-87. Odessa.

Rashid Jabbarov,
PhD in Psychology, associate professor,
Department of Social and Pedagogical Psychology,
Baku State University,
Z. Khalilov-38, Az 1148, Azerbaijan, Baku
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

FACTORS AFFECTING THE DEVELOPMENT OF
SELF-REALIZATION AMONG STUDENTS OF DIFFERENT PROFESSIONS

In this research work, the relationship between self-realization of students of different specializations, educational level, gender and also, socio-economic status (high or low) in terms of their academic achievement is investigated. Unlike female students, there is a positive significant correlation between the level of male students’ self-realization and their academic achievement (p<0.05, r=-0.154*). There are also some significant correlations between their motivation of being well-educated professionals and self-perception (r=0.34**, on the level of p<0.001), cognitive demands (r=0.35**, on the level of p<0.001), self-assessment (r=0.36**, on the level of 0.001), creativity (r=0.24**, on the level of p<0.001), behavioural flexibility (r=0.22*, p<0.05). It means that the correlation between the students’ selfrealization and level of professionalism is bilateral. The student who has got high self-realization level considers himself/herself an independent one, is more interested in using creative methods in education and is motivated by positive dynamics of academic achievements. On the contrary, the students having low self-realization level tend to be governed, as a rule they have negative worldview and appreciate others.

 student, self-realization, self-esteem, academic achievement, professional counseling.

1. Adler, A. (1997). Ponyat prirodu cheloveka [Understanding human nature]. Saint Petersbirg. Akademicheskiy proekt [in Russian]. 
2. Vahromov, E. E. (2001). Psihologicheskie kontseptsii razvitiya cheloveka: teoriya samoaktualizatsii [Psychological conceptions of human development: theory of self-actualization]. Moscow: Mezhdunarodnaya pedagogicheskaya akademiya [in Russian]. 
3. Galazhinskiy, E.V. (2002). Sistemnaya determinatsiya samorealizatsii lichnosti [System determination of personal self-realization]. Tomsk: Tomskogo Universiteta [in Russian]. 
4. Gershunskiy, B.S. (2003). Kontseptsiya samorealizatsii lichnosti v sisteme obosnovaniya tsennostey i tseley obrazovanie [Self-realization concept in the system of substantiation of values and aims of education]. Pedagogika – Pedagogy, 10, 6-11 [in Russian]. 
5. Ishmuhametov, R. R. (2010). Problemy i samorealizatsiya lichnosti [Problems and personal selfrealization]. Moscow: Krasand [in Russian].
6. Korostyileva, L.A.(2005). Psihologiya samorelizatsii lichnosti: zatrudnenie v professionalnyiy sfere [Personal self-realization psychology: challenges in professional field]. Saint Petersburg: Rech [in Russian].
7. Maslou, A. (1982). Samoaktualizatsiya [Selfactualization]. Moscow: Unita Press [in Russian].
8. Fromm, E.(1998). Begstvo ot svobody, Chelovek dlya sebya [Release from freedom, one for oneself]. Minsk: Popurris. [in Russian]. 
9. Horni K. (2002). Samoanaliz. Psihologiya zhenshiny [Self-analysis. Female psychology]. Saint Petersburg: Piter [in Russian]. 
10. Yaschenko, E. F. (2006). Osobennosti samoaktualizatsii studentov s raznoy professionalnoy napravlennostyu [Peculiarities of self-actualization of students with different professional focus]. Psihologicheskiy zhurnal – Psychological journal, 27(3), 31-41 [in Russian].
11. Adler, A. (1956). The individual psychology of Alfred Adler. A systematic presentation in selection of his writings. H. L. Ansbacher, R. R. Ansbacher (Ed.). NewYork: Basic Books. 
12. Alpay, E. (2003). Self-Concept and Self-Esteem. Department of Chemical Engineering and Chemical Technology, Imperial College of Science, Technology and Medicine, Prince Consort Road, London. SW7 2BY 
13. Bauer, J.J.,& McAdams, D.P. (2004). Growth goals, maturity, and well-being. Devel. Psychol., 40, 114- 127. 
14. Britz, J,. & Pappas, E. (2010). Sources and outlets of stress among university students: Correlations between stress and unhealthy habits. Undergraduate Research J. for the Human Sciences., 9 (1), 32-47. 
15. Chandola, T., Britton, A., & Brunner, E (2007) Work stress and coronary heart disease: what are the mechanisms? European Heart Journal, 29(5), 640-648.
16. Cohen, S., Doyle, W., & Alper, C. (2009). Sleep Habits and Susceptibility to the Common Cold. Archives of Internal Medicine; 169(1), 62-67. 
17. Cares, R. C. and Blackburn, R. T. (1978). Faculty self-actualization: Factors affecting career success. Research in Higher Education, 9, 123-136. Retrieved from: http://hdl.handle.net/2027.42/43634 
18. Taylor, E.A. (1896). Self-Realization.-A Criticism. International Journal of Ethics, 6, 356-371. Retrieved from: http://www.jstor.org/stable/2375452 . 
19. . Uddin Ali Khan, M., Rehman, N.& Javed, S. (2012). Relationship between Faculty’s Self Actualization and Student’s Faculty Evaluation. A Case-study, Karaci, 2(2), 171-195. 
20. Friedlander, L., Shupak, N., & Cribbie, R. (2007). Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University among First-Year Undergraduates. Journal of College Student Development , 48(3), 259-274. 
21. Von Ah, D., Ebert, S., & Ngamvitroj, A(2004). Predictors of health behaviors in college students. Journal of Advanced Nursing, 48(D), 463-474.

(2017) Science and education, 9, 88-93. Odessa.

Halyna Ulianova,
Doctor of Law, associate professor, vice-rector for scientific work,
National University “Odessa Law Academy”,
23, Fontanska Doroha Str., Odesa, Ukraine

PSYCHOLOGICAL PECULIARITIES OF PLAGIARISM
AND ITS CORRELATION WITH CREATIVE ABILITIES

The relevance of the study is explained by the need for the development of effective mechanisms for preventing plagiarism. In this regard, it is important to clarify the nature of this phenomenon from a psychological point of view, as well as to study individual psychological peculiarities of a plagiarist’s personality in correlation with external factors, inducing types of behavior. The paper aims to analyze the psychological peculiarities of plagiarism as a violation of intellectual property rights and academic integrity, as well as to identify the relationship of proneness to plagiarism and creative abilities of an individual. The experiment involved 170 senior students and postgraduate students studying at National University “Odessa Law Academy”. There have been applied the author’s questionnaire on protection of intellectual property rights against plagiarism and the study of propensity to plagiarism in the process of writing scientific works; Ye. Tunic’s Questionnaire aimed at examining the level of personal creativity; H. Zivert’s “Definition of Creative Ability” test allowing to investigate the level of the ability to associate, visual creativity skills, ability to transform, variability of thinking, ingenuity. Student’s t-test was applied in order to examine the statistical differences. Psychological peculiarities of plagiarism involve the insufficient development of cognitive processes, lack of motivation, selfdistrust, and unawareness of negative consequences of plagiarism. It has been established that students and postgraduate students who have negative attitude to plagiarism and are not prone to it have a higher level of personal creativity and creative abilities as compared to those students who have experience of plagiarism and express readiness to use it, while these respondents are more prone to risk and resourceful, on the other hand, they are characterized by ready-made opinions and low level of freedom of associations.

plagiarism, psychological peculiarities, creativity, creative abilities.

1. Zakon Ukrainy Pro avtorske pravo i sumizhni prava 23.12.1993 roku [Law of Ukraine “On Literary property” dated December, 23, 2993]. Vidomosti Verkhovnoi Rady Ukrainy – News of Verkhovna Rada Ukrainy, 13 (1994). [in Ukrainian].
2. Lyptsyk, D. (2002). Avtorskoe pravo y smezhnie prava [Literary property and similar rights]. Moscow: Ladomyr; VD YuNESKO [in Russian].
3. Shtefan, O. (2012). Plahiat: nepryiemna vypadkovist chy zlyi namir? [Plagiarism: is it an unfortunate accident or evil intention?]. Intelektualna vlasnist – Literary property, 1, 27 [in Ukrainian].
4. Defining and Avoiding Plagiarism: The WPA Statement on Best Practices (2003). Council of Writing Program Administrators. Retrieved from: wpacouncil.org/files/WPAplagiarism.pdf [in English].
5. Stephanie Ballard (2011). Give Credit Where Credit is Due: Avoiding Plagiarism and Copyright Infringement. Retrieved from: library.alliant.edu/screens/plagiarism.pdf [in English].
6. David Gardner (1999). Plagiarism and How to Avoid It. Retrieved from: www4.caes.hku.hk/plagiarism/image/all_in_one.pdf [in English].
7. Ylyn, E. P. (2009). Psykholohyia tvorchestva, kreatyvnosty, odarennosty, Saint Petersburg: Pyter [in Russian].
8. Guilford, J. P. (1986). Creative talents: Their nature, uses and development. Вuffalo, New York: Bearly Limited [in English].
9. Aizenk, H. (1972). Proverte svoy sposobnosti [Check your abilities]. Moscow: Mir [in Russian].
10.Romenets, V. A. (2004). Psykholohiia tvorchosti, navch. Posib [Psychology of creativity: textbook]. Kyiv: Lybid [in Ukrainian].
11. Moliako, V. O. (2002). Psykholohichna teoriia tvorchosti [psychological theory of creativity]. Aktualni problemy suchasnoi ukrainskoi psykholohii: naukovi zapysky Instytutu psykholohii im. H. S. Kostiuka APN Ukrainy – Relevant issues of modern Ukrainian psychology: scientific notes, 22, 221-229 [in Ukrainian].
12. Moliako, V. A. (2002). Stratehyy reshenyia novikh zadach v protsesse tvorcheskoi deiatelnosty [Strategies of solving new tasks in the process of creative activity]. Obdarovana dytyna – Gifted child, 4, 33-43 [in Ukrainian].
13. Ulianova, H.O. (2015). Metodolohichni problemy tsyvilno-pravovoho zakhystu prav intelektualnoi vlasnosti vid plahiatu [Methodological issues of civic and legal protection of literary property against plagiarism]. Doctor’s thesis. Odessa NU OLA [in Ukrainian].
14. Petrenko, V.S. (2012). Poniattia ta vydy plahiatu [Concept of plagiarism and its types]. Chasopys tsyvilistyky – Bulletin of civil studies, 14, 128-131 [in Ukrainian].
15.Joshua Landau (2004). Understanding and preventing plagiarism. In Lessons learned; v. 2: practical advice for the teaching of psychology. Baron Perlman (Ed.). Amer Psychological Soc. [in English].
16.Neosoznanniy plahiat: kryptomnezyia. Retrieved from http://tabex.rbc.ru/cryptomnesia.html [in English].
17. Alan S. Brown, Dana R. (1989). Cryptomnesia: Delineating Inadvertent Plagiarism. Journal of Experimental Psychology: Learning, Memory, and Cognition, 3, 432-442 [in English].

(2017) Science and education, 9, 94-99. Odessa.

Ivan Kalaur,
Doctor of Law, associate professor,
Valentyna Sloma,
PhD (Candidate of Legal Sciences), associate professor,
Oksana Hnativ,
PhD (Candidate of Legal Sciences), associate professor,
Department of Civil Law and Process,
Ternopil National Economic University,
46a, Mykulynetska Str., Ternopil, Ukraine

PECULIARITIES OF LAW STUDENTS’ PROFESSIONAL MOTIVATION

Youth is considered to be the period favorable for the formation of professional motivation of future experts in any field. In the process of studying at a higher educational institution the processes of self-development, creativity and selffulfillment are taking place, which is explained by the complicatedness of the structure of value orientations of young people. That is why the issue of examining students’ motivation is of extreme importance. The paper aims to investigate the peculiarities of law students’ professional motivation development in the process of studying at a university. To this end, the experimental technique of examining motivation profiles by Sh. Ritchie and P. Martin was used. The experiment involved 150 students (75 first-year students and 75 fourth-year students) studying at the Faculty of Law at Ternopil National Economic University. The carried out research has shown that professional motivation is being formed in law students gradually increasing with the year of study at a university. Some qualitative changes are taking place, the role of pragmatic motives is decreasing and the needs for self-development and self-fulfillment are increasing. The obtained results were compared with A. Maslow’s hierarchy of human needs and it has confirmed the theory that human needs have to be satisfied according to the levels, in hierarchical sequence. The satisfaction of the needs of the lowest level creates the basis for the formation of the higher one.

motive, motivation, professional motivation, motivation profile, law students, legal activities.

1. Bandurka, A. M., Bocharova, S. P, Zemlianskaia E. V. (2001). Yurydycheskaia psykholohyia [Legal psychology]. Kharkiv: «Yzd-vo Nats. un-ta vnutr.del» [in Ukrainian].
2. Bozhovych, L.Y. (1967). Yzuchenye motyvatsyy detei i podrostkov [Studying the motivation of children and adolescents]. Moscow: «Nauka» [in Russian].
3. Bryzghalov, I.V. (2003). Yurydychna deontolohiia [Legal deontology]. Kyiv: «MAUP» [in Ukrainian].
4. Holovakha, E.Y. (1986). Zhyznennaia perspektyva i professyonalnoe samoopredelenye molodezhy [Life Perspective and Professional Self-Determination of Youth]. Kyiv: «Naukova dumka» [in Ukrainian].
5. Husarev, S.D. (2003). Yurydychna deontolohiia. Osnovy yurydychnoi diialnosti: teoretychni, praktychni ta deontolohichni aspekty [Legal deontology. Fundamentals of legal activity: theoretical, practical and deontological aspects]. Kyiv: «VIRA-R» [in Ukrainian].
6. Ylyn, E. P. (2000). Motyvatsyia i motivy [Motivation and motives]. Sant Peterburg: «Pyter» [in Russian].
7. Koval, N.V. (1998). Vvedenye v yurydycheskuiu spetsyalnost [Introduction to the legal profession]. Donetsk [in Ukrainian].
8. Maiorov, V.Y. (2005). Vvedenye v yurydycheskuiu spetsyalnost [Introduction to the legal profession]. Cheliabynsk [in Russian].
9. Markova, A. K. (1996). Psykholohyia professyonalyzma [The psychology of professionalism]. Moscow: «Znanye» [in Russian].
10. Metodyka: Yzuchenye motyvatsyonnoho profylia lychnosty (Sh. Rychy y P. Martyn) [Methodology: Studying the motivational profile of an individual (Sh. Richie and P. Martin)]. Retrieved from: http://www.hrportal.ru/tool/metodika-izuchenie-motivacionnogoprofilya-lichnosti-sh-richi-i-p-martin [in Russian].
11. Khoroshailo, Yu. Ye. (2008). Osoblyvosti profesiinoi motyvatsii ta yii vrakhuvannia v roboti z personalom [Features of professional motivation and its inclusion in work with personnel]. Aktualni problemy sotsialnoi, psykholohichnoi ta vykhovnoi roboty v OVS – Current problems of social, psychological and educational work. Proceedings of scientific and practical conference (pp. 3-4) Kharkiv.: KhNUVS [in Ukrainian].
12. Clarke, K. (2010). Staff Motivation Secret. Associations Now, 6, 16-16 [іn Еnglish].
13. Maslow, A. (1943). A Theory of Human Motivation Originally Published in Psychological Review [іn Еnglish].
14. Ritchie, Sh., Martin, P. (1999). Motivation Management [іn Еnglish].