(2018) Science and education, 1, 77-82. Odessa.

Vira Kramchenkova,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Practical Psychology,
Tamara Khomulenko,
Doctor of Psychology, professor, head of the Department of Practical Psychology,
H.S. Skovoroda Kharkiv National Pedagogical University,
29, Alchevskykh Str., Kharkiv, Ukraine,

INTERACTION BETWEEN PARENTS AND
ADOLESCENTS IN FAMILIES WITH TOBACCO ADDICTION

The paper deals with the peculiarities of interaction between parents and adolescents within a family with tobacco addiction. Adolescence is a main period for the initiation of tobacco use and the formation of tobacco addiction. In psychology, the role of the family, in particular parent-child relationships, in the formation of addictive behavior is considered as a defect in socialization or a symptom of family relationships dysfunction. The perception of the impact of smoking on family functioning affects parent-child relationships and mediates the adolescent’s attitude to smoking as a social phenomenon. The study involved 134 two-parent families, which included at least one smoker. The respondents were mothers and fathers aged from 35 to 50 years (N = 268) and their children aged from 12 to 17 (N = 134). In the empirical study, The Effect of Smoking on Family Functioning Inventory by V.O. Kramchenkova and The Parent-Child Interaction Inventory by I. M. Markovskaya were used. The cluster analysis identified five typological profiles of the influence of smoking on the implementation of family functions, namely, violation of the educational function of the family (30.10%), general violation of family functions (24.63%), neutral influence on family functions (20.65%), violation of household, educational and primary control functions (15.17%), promoting the implementation of family functions (9.45%).

 tobacco dependence, family functions, relations between parents and children, adolescents, influence of smoking, typological profiles.

1. Kramchenkova, V.O. (2017). Metodyka psykhodiaghnostyky vplyvu palinnia na simeine funktsionuvannia [The psychodiagnostic methodology of effect of smoking on family functioning]. Psykholohiia i osobystisti – Psychology and personality, 1 (11), 94-108 [in Ukrainian].
2. Kramchenkova, V.O. (2016). Tiutiunova addyktsiia z tochky zoru osnovnykh psykhologhichnykh shkil [Tobacco addiction: the point of view of the main psychological schools]. Naukovyi visnyk KhDU. Seriia «Psykhologhichni nauky» – Scientific Herald of KhSU. Series «Psychological Sciences», 6, 179–184 [in Ukrainian].
3. Markovskaia, I. M. (2007). Psikhologiia detskoroditelskikh otnoshenii [Psychologist of child-parent relations]. Cheliabinsk: Izd-vo IuUrGU [in Russian].
4. Buchmann, A. Blomeyer, D., JennenSteinmetz, C., Schmidt, M., Esser, G, Banaschewski, T., et al. (2013). Early smoking onset may promise initial pleasurable sensations and later addiction. Addict Biol, 18(6), 947–954.
5. Cano, J., Solanas, E., Marí-Klose, M., Marí- Klose, P. (2012) Psychosocial risk factors in adolescent tobacco use: negative mood-states, peer group and parenting styles. Adicciones, 24(4), 309–317 [in Spanish].
6. Dwivedi, Sh., Aggarwal, A., Singh, N., Aggarwal, S., Sharma, V. (2013). Role of Family Milieu in Tobacco Addiction: A Study in a Tertiary-care Institution in India. J Health Popul Nutr, 31(1), 130–132 [in English].
7. Iakunchykova, O., Andreeva, Т., Nordstrom, D., Shkiryak-Nizhnyk, Z, Antipkin, Y., Hryhorczuk, D.et al. (2015). The Impact of Early Life Stress on Risk of Tobacco Smoking Initiation by Adolescents. Addict Behav, 50, 222–228 [in English].
8. Khoddam, R., Doran, N. (2013). Family smoking history moderates the effect of expectancies on smoking initiation in college students. Addict Behav, 38(8), 2384– 2387 [in English].
9. Rezaeetalab, F., Soltaneefa, A., Ghaznavi, M., Bakhshandeh, T., Saberi, S. (2012). The effect of smoking by family members and friends on the incidence of smoking among high school students. Pneumologia, 4, 234– 236 [in English].

(2018) Science and education, 1, 83-87. Odessa.

Nataliia Karhina,
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

FACTORS OF PERSONALITY’S PSYCHOLOGICAL WELL-BEING

The paper presents a fragment of the empirical study of factors of personality’s psychological well-being concerning the consideration of this phenomenon in the system of psychological phenomena by using multiple regression analysis. It has been found that among the factors of psychological well-being the leading ones are fatalistic present, reflexivity, happiness, self-efficacy, subjective vitality, intelligence, suspicion, self-understanding, consciousness, radicalism, satisfaction with life, involvement, responsibility, and comprehension.

well-being, psychological well-being, personality, factors of psychological well-being.

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2. Baturin, N.A. (2013). Teoreticheskaya model lichnostnogo blagopoluchiya [The Theoretical Model of Personal Well-being]. Vestnik YuUrGU – The Bulletin of the YuUrGU, 4, 4-14 [in Russian].
3. Dubrovina, I.V. (2000). Psihicheskoe zdorove detey i podrostkov v kontekste psihologicheskoy sluzhbyi [Mental health of children and adolescents in the context of psychological service]. 4th ed. Yekaterinburg: Business Book [in Russian].
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5. Nasledov, A.D. (2006). Matematicheskie metodyi psihologicheskogo issledovaniya. Analiz i interpretatsiya dannyih [Mathematical methods of psychological research. Analysis and interpretation of data]. Saint Petersburg: Rech [in Russian].
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8. Shevelenkova, T. D. (2005). Psihologicheskoe blagopoluchie lichnosti [Psychological well-being of the person]. Psihologicheskaya diagnostika –Psychological diagnostics, 3, 95-121 [in Russian].
9. Abdalina, L. V., Zhigulin, A.A., Ryabysheva, E.N. (2011). An overview of acmeological potential of an individual. Perspektivy nauki – Prospects of science, 5 (20), 239-242. [in English].
10. Antonovsky, A. (1986). Pathogenesis and Salutogenesis in War and Other Crises: Who Studies the Successful Coper? Stress and coping in time of war: generalizations from the Israeli experience. New York: Brunner/Mazel [in English].
11. Bailey, T., Eng, W., Frisch, M., Snyder, C. R. (2007). Hope and optimism as related to life satisfaction. Journal of Positive Psychology. Vol. 2(3). pp. 168-169. [in English].
12. Bradburn, N. (1969). The Structure of Psychological Well-Being. Chicago [in English].
13. Maddi, S., et. al. (2006). The Personality Construct of Hardiness III: Relationships with Repression, Innovativeness, Authoritarianism and Performance. Journal of Personality, 32, 575–598 [in English].

(2018) Science and education, 1, 88-98. Odessa.

Heorhii Lozhkin,
Doctor of Psychology, professor,
Department of Psychology and Pedagogy,
National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”,
37, Peremohy avenue, Kyiv, Ukraine,
Svitlana Shevchenko,
senior lecturer, Department of Psychology and Personal Development,
State Higher Educational Institution
“University of Educational Management”
National Academy of Educational Sciences of Ukraine,
52-a, Sichovykh Striltsiv Str., Kyiv, Ukraine

INTERRELATION OF PROFESSIONAL IDENTITY
AND SELF-TRUST IN PSYCHOLOGY STUDENTS

The relevance of the study is explained by transformations taking place in economic and social spheres of life, which put forward new demands for specialists’ professionalism and stimulate the improvement of the training of specialists to meet modern requirements. In the light of the recent changes one should understand that the training of professionals must meet not only the requirements of the present but also the person’s ability to find himself/herself in the structure of professional relations, which are constantly changing. The paper aims to characterize the features of the formation of professional identity and its relationship with self-trust of future psychologists. The article deals with the essence of the identity phenomenon, which for a long time has been the subject of research of psychologists of various areas of science. As a result of the conducted research, six clusters have been identified empirically, depending on the level of maturity of professional identity and self-trust. Most of the respondents have a high level of professional identity. The wave-like character of the development of professional identity in future psychologists in the process of professional training has been noticed. The degree of awareness of belonging to the profession and professional community depends on the level of self-confidence.

professional identity, trust in oneself, interconnection, future psychologist, professional training.

1. Astatina, N. B. (2010). Sozdanie i aprobatsiya novogo lichnostnogo oprosnika «Metodika izucheniya doveriya k sebe» [Creation and testing of the new personality questionnaire Self-confidence Inventory]. Elektronnyiy zhurnal «Psihologicheskaya nauka i obrazovanie» – Electronic Journal “Psychological Science and Education”, 3. Retrieved from: www.psyedu.ru /ISSN: 2074-5885 [in Russian].
2. Volyanyuk, N. Yu. (2006). Psyholohiia profesiinoho stanovlennia trenera [Psychology of the professional formation of the coach]. Lutsk: Volinska oblasna drukarnya [in Ukrainian].
3. Ermolaeva, E. P. (2011). Otsenka realizatsii professionala v sisteme «chelovek-professiya-obschestvo» [Estimating the implementation of a professional in the system "man-profession-society"]. Moscow: Izd-vo «Institut psihologii RAN» [in Russian].
4. Korostelina, K. V. (2003). Sotsialnaya identichnost i konflikt. Issledovanie sotsialnoy identichnosti: na puti primireniya v Kryimu [Social Identity and Conflict. Study of social identity: on the path to reconciliation in the Crimea]. Simferopol: Dolya [in Russian].
5. Kupreychenko, A. B. (2008). Psihologiya doveriya i nedoveriya [Psychology of trust and distrust]. Moscow: Izd-vo «Institut psihologii RAN» [in Russian].
6. Lozhkin, G. V. (2007). Kontseptualnyie predstavleniya o psihologicheskom potentsiale kvalifitsirovannogo sportsmena [Conceptual ideas about the psychological potential of a qualified athlete]. Nauka v olimpiyskom sporte – Science in Olympic sports, 1, 87-93. [in Russian].
7. Lozhkin, G. V. (2005). Sotsialnaya sluzhba i psihologicheskie faktoryi kachestva zhizni lyudey [Social service and psychological factors of quality of life of people]. Sotsialna sluzhba v Ukraini: Sotsialno psiholohichni zasady formuvannia efektyvnoho funktsionuvannia: Zbirnyk materialiv konferentsii – Social service in Ukraine: Socio-psychological principles for the formation of effective functioning: Collection of conference materials. Kyiv: Feniks [in Russian].
8. Lozhkin, G. V. (2008). Psiholohiia marhinalizmu v profesiinii karieri [Psychology of marginalism in a professional career]. Profesiina psiholohiia: realii ta perspektyvy rozvytku: Zb. materialiv konferentsii – Professional Psychology: Realities and Prospects of Development: conference proceedings. Lutsk: Volin. Nats. Un-t Im. LesI UkraYinki [in Ukrainian].
9. Mead, G. (1994). Internalizovannyie drugie i samost [Internally Other and Self]. Amerikanskaya sotsiologicheskaya myisl: teksty – American Sociological Thought: Texts. V. I. Dobrenkov (Ed.). Moscow: Izd-vo MGU [in Russian].
10. Muchinski, P. (2004). Psihologiya, professiya, karera: uchebnik [Psychology, profession, career: textbook]. 7 th ed. Saint Petersburg: Piter [in Russian].
11. Povarenkov, Yu. P. (2007). Psihologicheskoe soderzhanie professionalnoy identichnosti sub'ekta truda [Psychological content of the professional identity of the subject is labor]. Sovremennaya psihologiya: mnogoobrazie nauchnogo poiska – Modern psychology: the variety of scientific research. (pp. 102-125). R. A. Ahmerov, S. P. Dyirin, A. L. Zhuravlev (Eds.). Moscow: «Institut psihologii RAN» [in Russian].
12. Ponomarenko, V. A. (1997). Psihologiya duhovnosti professionala [Psychology of spirituality is a professional]. Moscow [in Russian].
13. Skripkina, T. P. (2002). Doverie k sebe kak uslovie razvitiya lichnosti [Confidence as a condition of personal development]. Voprosyi psihologii – Issues of psychology, 1, 95-103 [in Russian].
14. Skripkina, T. P. (2000). Psihologiya doveriya: uchebnoe posobie [Psychology of Trust: tutorial]. Moscow: Izd. tsentr «Akademiya» [in Russian].
15. Terner, Dzh. (1994). Sotsialnaya identichnost, samokategorizatsiya i gruppa [Social identity, selfcategorization and group]. Inostrannaya psihologiya – Foreign psychology, 2, 8-17 [in Russian].
16. Tolochek, V. A. (2005). Sovremennaya psihologiya truda [Modern psychology of labor]. Moscow: Piter [in Russian].
17. Freyd, Z. (2009). Psihologiya mass i analiz chelovecheskogo «Ya» [Psychology of the masses and the analysis of the human «self”]. Saint Petersburg: Azbukaklassika [in Russian].
18. Bauman, Z. (2002). The individualized society. Oxford: Blackwell Publication [in English].
19. Butler,J. (1990). Gender trouble: Feminism and the Subversion of Identity. New York: Rout ledge [in English].
20. Ericson, E. (1982). Identify development from adolescence to adulthood: An extension of theory and a review. Development Physiology, 3, 341-358 [in English].
21. Marsia,J. (1967). Ego identity status: Relationshipto change in Self-esteem, «general malajustment» and authoritarianism. Journal of Personality, 35, 118-133 [in English].

(2018) Science and education, 1, 99-109. Odessa.

Oksana Holiuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
head of the Department of Preschool and Primary Education,
Vinnytsia State Pedagogical University named after Mikhail Kotsyubinsky,
32 Ostrozkoho Str., Vinnytsia, Ukraine,
Olha Hroshovenko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Preschool and Primary Education,
Vinnytsia State Pedagogical University named after Mikhail Kotsyubinsky,
32 Ostrozkoho Str., Vinnytsia, Ukraine,
Vasyl Shust,
PhD (Candidate of Pedagogical Sciences), associate professor,
doctoral student of the Laboratory of Masses and Communities Psychology,
Institute of Social and Political Psychology of the National Academy of Educational Sciences of Ukraine,
15, Andriivska Str., Kyiv, Ukraine

COMPARATIVE ANALYSIS OF STUDENTS’ POLITICAL VALUES MATURITY

The paper aims to examine the formation of objective political values of students on the basis of the questionnaire “Political Power Values” developed on the basis of the Human Values Scale by Schwartz. The study involved 67 students who compiled two groups of the respondents – the first one studying at the university situated in a town and the second one – at the capital of the country (33 respondents were second and third year students of Kyiv National University of Trade and Economics, and 34 respondents were third-year students of Vinnytsia State Pedagogical University named after M. Kotsiubynsky). The students had to choose values meaningful for them, declared by political parties before the election process, evaluating their importance and assigning the necessary value for the evaluation from -1 to 7, that is, the most desirable value was given 7 points, and the least desirable was given -1 point. Statistical analysis of data was performed using descriptive statistics, Friedman's test, Kendall's coefficient of concordance, data processing – using Statistica 6.0. The obtained results revealed the specifics of the formation of subjective political values of students. According to the research outcomes, the following socio-political values are the most significant for the students studying in Kyiv: respect for traditions, satisfaction of desires, safety of relatives, realization of life goals, social power, and national security; the least important are as follows: the right for housing, unity with nature, self-discipline, authority. As for the students of Vinnytsia university, the world peace, safety of relatives, national security, social order, social justice, respect for traditions, and equality are significant socio-political values. The least important ones for them are as follows: change of life, social power, satisfaction of desires, creativity, wealth. Such results point to differences in the personal values of students associated with the factors of the social and value environment, and also determine the perspective trends and strategies for the formation of political values.

political values, development of values, individual of student, rational motivation.

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4. Kostenko, O. M. (2006). Sotsialnyi naturalizm – svitohliad maibutnoho [Social naturalism - the outlook of the future]. Visnyk Natsionalnoi akademii nauk Ukrainy – Bulletin of the National Academy of Sciences of Ukraine, 3, 33-38 [in Ukrainian].
5. Kurilenko, A. (2017). Evgenii Golovakha: U nas stsenarii Singapura nerealen. Esli budet avtoritarizm, to neprosveshchennyi [Evgeny Golovakha: The script of Singapore is unrealistic. If there is authoritarianism, then unenlightened]. Retrieved from: http://www.dsnews.ua/economics/evgeniy-golovahanasha-zadacha-ne-smotret-na-rossiyu-s-nimi31012017220000 [in Russian].
6. Zagorodniy, Yu. I. (2004). Politychna sotsializatsiya studentskoi molodi v Ukraini: dosvid, tendentsii, problemy [Political socialization of students in Ukraine: experience, tendencies, challenges]. Kyiv: Geneza [in Ukrainian].
7. Ruchka, A. (2013). Tsinnosti ta tsinnisna zmina u suchasnomu suspilstvi [Values and value change in modern society]. Kulturolohichna dumka - Cultural thought, 6, 172-179. - Retrieved from: http://nbuv.gov.ua/UJRN/Kultdum_2013_6_24 [in Ukrainian].
8. Shestakovskii, O.P. (2017). Radikalіzovanі yevropeitsі: tsіnnostі yevromaidanu v porіvniannі z yevropeiskimi. Іnfografіka [Radicalized Europeans: EuroMaydan values compared to European ones. Infographics]. Retrieved from: http://www.pravda.com.ua/articles/2014/01/14/7009459/[i n Ukrainian].
9. Abramson, Paul R., & Inglehart, Ronald. (1995). Value Change in Global Perspective. University of Michigan Press [in English].
10. GINI index (World Bank estimate). (n.d). - Retrieved from : https://data.worldbank.org/indicator/SI.POV.GINI?
11. Klages, H. (2001). Brauchen wir eine Rückkehr zu traditionellen Werten? Politik und Zeitgeschichte, Jg. (29), 7–14 [in German].
12. Klages, H., & Gensike Th. (2006). Wertesynthese – funktional oder disfunktional? KZfSS, (58), 382– 394 [in German].
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