(2018) Science and education, 1, 117-123. Odessa.

Olena Bulhakova,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Psychology and Social Work,
Odessa National Polytechnic University,
18, Pedahohichna Str., Odesa, Ukraine

STUDENTS’ PSYCHOLOGICAL READINESS FOR SOCIAL
INTERACTION: SYSTEM AND SUBJECTIVE APPROACH

The paper deals with the issue of students’ psychological readiness for different conditions of social interaction. 1527 students of the Odessa National Polytechnic University took part in the study. The following research methods were applied: 16PF Questionnaire by R. Cattell, Self-Attitude Inventory, Self-Confidence Inventory by V. Romek, test-questionnaire by A. Mehrabian, Life-Sense Orientations Test, test questionnaire of formal-dynamic indicators of sociability, a questionnaire for measuring the motivation of affiliation by A. Mehrabian, Emotional Maturity Scale, Communicative Tolerance Inventory, Social Adaptability Scale, test of assertiveness components, Differential Diagnostics of Propensity to Barriers of Public Speeches, Social Intelligence Scale. According to the research outcomes, the students’ psychological readiness for social interaction is a systemic phenomenon that has signs of adaptive processes regarding the social environment. This indicates the significance of joining the university environment and, consequently, the phenomena associated with socialization that are determined by the following circumstances: a) an educational system; b) a pedagogical system; c) a psychosocial system; d) an interpersonal system. Thus, psychological readiness of students for social interaction as a systemic phenomenon has signs of educational, pedagogical, psychosocial and interpersonal interaction. As a subjective phenomenon, it reflects the degree of autonomy and effectiveness of students in these interactions.

psychological readiness, social interaction, I-subject, we-subject, social subject.

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19. Tomchuk, M.I. (2010). Metodolohichni zasady doslidzhennia ta formuvannia psykholohichnoi hotovnosti do diialnosti [Methodological principles of research and formation of psychological readiness for activity]. Psykholohiia i suspilstvo – Psychology and society, 4, 41-46 [in Russian].
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(2018) Science and education, 1, 124-130. Odessa.

Igor Gerush,
vice-rector on scientific and educational work,
PhD (Candidate of Medical Sciences), associate professor,
Department of Bioorganic and Biological Chemistry and Clinical Biochemistry,
Mariana Dikal,
PhD (Candidate of Medical Sciences), associate professor,
Department of Bioorganic and Biological Chemistry and Clinical Biochemistry,
Tetiana Bilous,
PhD (Candidate of Medical Sciences), associate professor,
Department of Pediatrics and Children Infectious Diseases,
Higher State Educational Establishment of Ukraine
“Bukovinian State Medical University”,
2, Teatralna square,Chernivtsi, Ukraine

ASSESSMENT OF ANXIETY LEVEL OF THE FIRST-YEAR
FOREIGN STUDENTS AT THE MEDICAL UNIVERSITY

The article deals with the study of anxiety level of the first-year students, whose adaptation process has certain peculiarities caused by social, political and psychophysiological factors. The aim of the research is examining the levels of situational and personal anxiety of the first-year foreign students at the medical university. To achieve the purpose 86 first-year students of the Higher State Educational Establishment of Ukraine “Bukovinian State Medical University” were surveyed by means of a questionnaire. The Spielberger State-Trait Anxiety Inventory (STAI) in the modification by Y.L. Khanin was used in the study to assess anxiety. A moderate anxiety level was found in 27.9% cases (24 respondents) and a high anxiety level – in the 62 of the first-year students (72.1%). The first group (І) included 13 female students with a moderate level of situational and personal anxiety (an average age of respondents is 18.0±0.28 years), the second comparison group (ІІ) – 11 male respondents (an average age is 18.4±0.53 years). The female students with a moderate anxiety level were found to suffer from anxiety less than the male ones. The odds ratio of “feeling unlucky” in the representatives of group II as compared to those of group I was 37.5%, the relative risk was 2.4%, and the attributive risk was 57.5%, which is most likely indicative of considerable emotional overstress of the first-year boys. At the same time, in the thoughts concerning own business anxiety feelings were found more often among boys than among girls with odds ratio 83.4%, relative risk 2.8%, attributive risk 64.4%. Sensations of internal constrain, sadness, worries and gloom, were found reliably more often in group II as compared with group I. On the basis of the survey of the firstyear foreign students of the medical university a moderate or high anxiety level was found, which is indicative of an immediate necessity to improve psychological training of applicants and develop methods of psychological correction of the above mentioned pathology during the first years of studying. Anxiety level of male students appeared to be considerably higher than that of the girls, which is indicative of their more considerable emotional overstress manifested by the sensations of internal constrain, sadness, worries and depression during studies.

 personal and situational anxiety, medical university, first-year students.

1. Batiukh, O. V. (2011). Vazhlyvist doslidzhennia tryvozhnosti u studentiv pershogho kursu [The importance of anxiety study among first-year students]. Medsestrynstvo – Nursing, 4, 22–23 [in Ukrainian].
2. Voloshyn, M. M. (2013). Analiz vzaiemozviazku tryvozhnosti ta navchalnoi uspishnosti studentiv [An analysis of the interconnection of anxiety and academic achievement of students]. Psykholohiia: realnist i perspektyvy – Psychology: Reality and Perspective, 1, 153- 155. Rivne: [in Ukrainian].
3. Dubchak, Gh. M. (2016). Osoblyvosti navchaljnogho stresu suchasnykh studentiv [Features of academic stress of modern students]. Tekhnolohii rozvytku intelektu –Technologies of development of intelligence, 3. Kyiv: [in Ukrainian].
4. Ichanska, O. M. (2014). Zviazok osobystisnoi tryvozhnosti a motyviv navchannia v studentivpsykholohiv [Communication of personal anxiety and motives for learning psychology students]. Naukovyi visnyk Khersonskoho derzhavnoho universytetu – Science Bulletin of the Herson State University, 2/1, 62-6. Herson: [in Ukrainian].
5. Katkova, T. A. (2013). Dezadaptatsiia studentiv v umovakh navchannia u vyshhii shkoli yak faktor proiavu stresu [Disadaptation of students in higher education as a factor in the manifestation of stress]. Problemy suchasnoi pedahohichnoi osvity. Pedahohika i psykholohiia – Problems of modern pedagogical education. Pedagogy and psychology, 40, 190-194. Yalta: [in Ukrainian].
6. Rudenko, O. (2013). Osoblyvosti vynyknennia ta perezhyvannia stresovykh staniv u studentiv vyshhykh navchalnykh zakladiv [Peculiarities of occurrence and experience of stress states among students of higher educational establishments]. Humanitarnyi visnyk Derzhavnoho vyshhoho navchalnoho zakladu "Pereiaslav-Khmelnytskyi derzhavnyi pedahohichnyi universytet imeni Gh. S. Skovorody". Pedahohika. Psykholohia. Filosofiia – Humanitarian Bulletin of the State Higher Educational Institution "PereyaslavKhmelnytsky State Pedagogical University named after G. S. Skovoroda". Pedagogy. Psychology. Philosophy, 28(2), 451-456. Pereyaslav-Khmelnytsky: [in Ukrainian].
7. Furdak, T. (2016). Tryvozhnis ta ii vyiavlennia u protsesi adaptatsii pershokursnykiv [Anxiety and its detection in the process of adapting freshmen]. Naukovi zapysky. Seriia: Pedahohichni nauky – Scientific notes. Series: Pedagogical Sciences, 147, 292-294. Kirovograd: [in Ukrainian].
8. Khanin, Ju.L. (1985). Osobystisni ta sotsialnopsykholohichni opytuvalnyky v prykladnykh doslidzhenniakh: problemy i perspektyvy [Personality and sociopsychological questionnaires in applied research: problems and perspectives]. Sotsialna psykholohiia i hromadska praktyka – Social psychology and public practice (pp.163-177). Moscow: Science [in Ukrainian].
9. Al-Mohaimeed AA, Khan NZ. (2014). Perceptions of Saudi medical students on the qualities of effective teachers. A cross sectional study. Saudi Medical Journal, 35(2), 183-188 [in English].
10. Al-Sowygh ZH. (2013). Academic distress, perceived stress and coping strategies among dental students in Saudi Arabia. Saudi Dental Journal, 25, 97- 105 [in English].
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(2018) Science and education, 1, 131-138. Odessa.

Tetiana Shcherban,
Doctor of Psychology, professor,
Department of Psychology,
Iryna Bretsko,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Psychology,
Mukachevo State University,
26, Uzhhorodska Str., Mukachevo, Ukraine

PSYCHOLOGICAL PECULIARITIES OF EMOTIONAL BURNOUT OF
ADOLESCENTS IN THE PROCESS OF COMMUNICATING WITH ADULTS

The paper aims to study factors that provoke the emotional burnout syndrome in adolescents in terms of family environment and in educational interaction with teachers. The following research methods were applied: Emotional Burnout Scale (by V. Boyko), Interpersonal Diagnosis of Personality (by T. Leary), General Emotional Orientation Inventory (by B. Dodonov), Emotional States Self-Assessment (by A. Wessmann, D. Rick), the 20-item UCLA loneliness scale (by D. Russell, M. Ferguson). 244 adolescents and 150 teachers participated in the study. The unwillingness of teachers to use dialogue communication in the educational process has been observed as a result of the survey. The communicative factors that provoke the emotional burnout syndrome of teenagers are as follows: the presence of significant differences in teachers regarding the needs, goals and interests of students; attitudes in the teachers’ communicative sphere; teachers’ unwillingness to use the dialogue in educational process. In order to investigate family communicative factors that provoke the formation of the emotional burnout syndrome, teenagers from boarding schools and secondary schools were examined. The psychological properties of family communication of adolescents have been investigated and the following communicative factors provoking the formation of an emotional burnout syndrome have been distinguished: role-communicative factors – lack or absence of proper family-role communication, inability to build their own communicative tendency in interaction with teachers; psychosocial: intensive communication in the microgroup of the orphanage, increased team responsibility; unfavorable psychological atmosphere of communication; psychologically difficult contingent for communication; personality-communicative: depression, emotional rigidity, weak motivation of emotional feedback as the absence or excessive manifestation of empathy, personal sphere problems (inadequate low self-esteem, anxiety, etc.).

 emotional burnout, communicative factors, adolescents, communication, teacher, family communicative factors, interpersonal communication.

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2. Bretsko, І.І. (2011). Deprivatsіya sіmeinoho spіlkuvannia yak osnovnyi negativnyi chynnyk psihoemotsiinoho vyhorannia pіdlіtkіv [Deprivation of family communication as the main negative factor of psychoemotional burnout of adolescents]. Problemi zahalnoi ta pedahohіchnoi psykholohii – Problems of general and pedagogical psychology. Vol.8, part.2. p.24-32. Kyiv [in Ukrainian].
3. Vashchenko, I. V. (2006). Chynnyky, shcho zumovliuiut emotsiine vyhorannia pidlitkiv [Factors that determine the emotional burnout of teenagers]. Psychological sciences (Vol. 15 (39)), (pp.119-124). Kyiv: NPU [in Ukrainian].
4. Vyliunas, V. K. (1997). Empyrycheskye kharakterystyky emotsyonalnoi zhyzny [Empirical characteristics of emotional life]. Journal of Psychology, 3. St.Petersburg: Piter [in Russian].
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6. Hoshovskyi, Ya. (2016). Fenomen emotsiinoho vigorannya osobistostі u kontekstі deprivovanoi psihogenezi [The phenomenon of emotional burnout of the individual in the context of deprivated psychogenesis]. Psychological Perspectives, Lutsk [in Ukrainian].
7. Zaichykova, T. V. (2003). Diahnostyka ta profilaktyka syndromu «profesiinoho «vyhorannia» u vchyteliv: [Diagnosis and prevention of teachers’ "burnout" syndrome]. Kyiv [in Ukrainian].
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10. Karamushka, L. (2003). Osoblyvosti vyiavu syndromu „profesiinoho vyhorannia” u vchyteliv [ Features of the manifestation of the syndrome of "professional burnout" of teachers]. Osvita i upravlinnya – Education and Management, 3, 57-66 [in Ukrainian].
11. Kondratska, L. V. (2008). Simeini konflikty yak faktor emotsiinoho vyhorannia u pidlitkiv [Family conflicts as a factor of emotional burnout in adolescents]. Candidate’s thesis, Kharkiv [in Ukrainian].
12. Lyalyuk, G. M. (2012). Osoblivosti formuvannya tsinnisnih orientatsiy deprivovanih pidlitkiv [Peculiarities of formation of value orientations of deprived teenagers]. Naukoviy visnik Lvivskogo derzhavnogo universitetu vnutrishnih sprav: seriya psihologichna – Scientific Journal of Lviv State University of Internal Affairs: psychological series, 2 (2), 206-212. Retrieved from: http://nbuv.gov.ua/UJRN/Nvldu_2012_2(2)_25.
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16. Orel, V.E. (1999). Yssledovanye fenomena psykhycheskoho vyhoranyia v otechestvennoi i zarubezhnoi psykholohyy [Investigation of the phenomenon of mental burnout in domestic and foreign psychology] Problemy obshchei i orhanyzatsyonnoi psykholohyy – Problems of general and organizational psychology, (pp.76-97). Yaroslavl [in Ukrainian].
17. Pruessner, J.C. (1999) Burnout, perceived stress, and cortisol responses to awakening. Psychosomatic Medicine, (Vol. 61), (pp. 197-204) [in English].
18. Sannikova, O.P. (1995). Emotsyonalnost v strukture lychnosty [Emotionality in the structure of the personality]. Odessa: Horse [in Russian].
19. Shcherban, T.D. (2016). Psihologіchnі osoblivostі formuvannya zhittеstіykostі u pіdіtkіv z nepovnih sіmey [Psychological peculiarities of the formation of survival of adolescents from single-parent families]. Problemy suchasnoі psiholohiі [Problems of modern psychology], (Vol. 32), (pp. 586-600). KamyanetsPodilsky: Axiom [in Ukrainian].

(2018) Science and education, 1, 139-148. Odessa.

Tetiana Larina,
PhD (Candidate of Psychological Sciences),
Senior research fellow, Institute of Social and Political Psychology,
National Academy of Educational Sciences of Ukraine,
Laboratory of Social Psychology of Personality,
15, Andriivska Str., Kyiv, Ukraine,
Zhanna Sydorenko,
PhD (Candidate of Psychological Sciences),
Vinnytsia State Pedagogical University named after M. Kotsiubynskyi,
32, Ostrozkoho Str., Vinnytsia, Ukraine

EXAMINING PERSONALITY VIABILITY RESOURCES THROUGH THE
EXAMPLE OF EUROMAIDAN MOVEMENT DURING 2013-2014 IN UKRAINE

The paper aims to identify resources of the personality viability associated with the events of the Euromaidan taking place in 2013-2014 in Ukraine; as well as to find out the features of coping strategies manifestation depending on the activation of psychosocial resources of the viability of an individual. The following research methods were used: The Ways of Coping Questionnaire by R. Lazarus, S. Folkman, adapted by T.L. Kriukova, Mann-Whitney U-test. Besides, a questionnaire on viability resources was designed. The survey was conducted using Facebook in 2017. Those who wanted to take part in the survey filled in an online Google Forms document. Considering the events of Euromaidan as potentially traumatic, the actualization of such psychosocial resources of viability as tolerance to risk, optimistic attitude to the future, readiness to take an active public position; expectation of family support, were revealed in the respondents. Among the leading forms of psychosocial control over risks there were the desire to hold one’s own life positions, the possibility of further implementation of life plans. Some features of the manifestation of coping strategies were identified, depending on the activation of psychosocial resources of viability. For example, the Euromaidan activists tended to use “confrontational coping” aimed at “finding social support’, “positive revaluation” in the process of coping with difficulties. The respondents who monitored the events of Euromaidan in 2013-2014 also used strategies for confrontation and social support seeking, but at the same time they demonstrated an appeal to such copings as “self-control”, “acceptance of responsibility” and a tendency to “escaping/avoidance”.

psychological health, psychosocial resources, viability, traumatic events, risk, coping strategies.

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