(2018) Science and education, 5-6, 5-11. Odessa.

Olha Sannikova,
Doctor of Psychology, professor, head of the Department of General and Differential Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
Viktoriia Bedan,
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,
Liudmyla Husak,
Doctor of Pedagogy, professor of the Department of Foreign languages for Humanities,
Lesya Ukrainka Eastern European National University,
13, Voli avenue, Lutsk, Ukraine

PRESENTATION OF PERSONALITY LONELINESS PROPENSITY SCALE

The paper presents the results of the validation of the author’s (O. Sannikova, V. Bedan) technique, aimed at examining person’s proneness to experience loneliness. In contrast to the reaction as an instant response by experiencing loneliness to the situation considered as a threatening one by the subject, and unlike the mental state as a short-term, “fleeting” feeling, loneliness propensity is considered as a complex multileveled personal property, manifested in individual’s inclination to a certain activity (in emotional, cognitive, behavioral spheres), mobilization, readiness to respond in different situations by experiencing loneliness. The structural scheme of personal loneliness propensity in the context of the continual and hierarchical approach has been developed and described, as well as its structural components of different levels, belonging to the formal-dynamic level (a psychophysiological component), qualitative level (an emotional component – a set of affective representations of experiencing loneliness; cognitive – representations of loneliness in one’s mind; conative – external representations manifested in actions, behavior, expressions; a control and regulatory component which is the degree of control over various manifestations of loneliness), and content-personal level (reflexive-analytical, motivational, attitude, adaptive-protective components). The Personal Loneliness Propensity Scale has been developed according to the requirements of psychometrics. There have been performed standardization and validation of the original scale, which have proved its high reliability, validity, discriminatory power, which makes it possible to apply it for research and practical use.

experience, loneliness, propensity, personality, structure, components, reliability, validity, discriminatory power.

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2. Anastazi, A. (2001). Psihologicheskoe testirovanie [Psychological testing]. Saint Petersburg: Piter [in Russian].
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5. Kirpikov, A. R. (2002). Pozitivnyie aspektyi perezhivaniya odinochestva v podrostkovom vozraste [Positive aspects of experiencing loneliness in adolescence]. Extended abstract of candidate’s thesis. Moscow [in Russian].
6. Nasledov, A. D. (2007). Matematicheskie metody psihologicheskogo issledovanija. Analiz i interpretacija dannyh [Mathematical methods of psychological research. Analysis and interpretation of data]. Saint Petersburg: Rech [in Russian].
7. Nemov, P.S. (1995). Psihologiya [Psychology]. Moscow: Prosveschenie: VLADOS [in Russian].
8. Neumoeva, E. V. (2005). Odinochestvo kak psihicheskiy fenomen i resurs razvitiya lichnosti v yunosheskom vozraste [Loneliness as a psychic phenomenon and resource of personality development in adolescence]. Candidate’s thesis. Tyumen [in Russian].
9. Oleynik, N. O. (2016). Perezhivannya samotnostі yak chinnik samoaktualIzatsіi osobistostі [Experience of loneliness as a factor of self-actualization of personality]. Candidate’s thesis. Kherson [in Russian].
10. Osin, E. N. (2013). Differentsialnyiy oprosnik perezhivaniya odinochestva: struktura i svoystva [Differential questionnaire for experiencing loneliness: structure and properties]. Psihologiya. Zhurnal Vyisshey shkolyi ekonomiki – Psychology. Journal of economic university, 1, 55-81 [in Russian].
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12. Sannikova, O. P. (2007). Formalnodinamicheskie i kachestvennye metaharakteristiki individualnosti [Formally dynamic and qualitative metacharacteristics of individuality]. Nauka і osvіta – Science and education, 6-7, 30-33 [in Russian].
13. Sannikova, O. P. (2003). Fenomenologiya lichnosti [Phenomenology of personality]. Odessa : SMIL [in Russian].
14. Sannikova, O. P. (2013). Makrostruktura osobystosti: psykholohichnyi opys [Macrostructure of personality: psychological description]. Nauka i osvita – Science and education, 7/ CXVII, 7-12 [in Ukrainian].
15. Starovoytova, L. I. (1995). Odinochestvo: sotsialno-filosofskiy analiz [Loneliness: socio-philosophical analysis]. Mosk. gos. sotsial. un-t, Kaf. filosofii.
16. Shagivaleeva, G.R. (2007). Odinochestvo i osobennosti ego perezhivaniya studentami [Loneliness and features of his experience by students: monograph]. Elabuga: Almedia [in Russian].
17. Flanders, J. P. (1982). A general Systems approach to loneliness. In: Loneliness. A. Sourcebook of Current Theory, Research and Therapy. (pp. 166-179). L. A. Peplau & D. Perlman (Ed.). A Wiley-Interscience Publication. John Wiley & Sons.
18. Fromm-Reichmann, F. Loneliness. Psychiatry, 22, 1-15, 1959.
19. Gaev, D. The psychology of loneliness. Chicago: Adams Press, 1976.;
20. Leiderman, P.H. (1980). Pathological loneliness: A psychodynamic interpretaions. The anatomy of loneliness. N.Y.
21. Loрata, H. Z. (1969). Loneliness: Forms and comрonents. Social Рroblems (pp. 24-250).
22. Peplau, L.A., Perlman, D. (1982). Perspectives on Loneliness. Loneliness. A Sourcebook of Current Theory, Research and Therapy. L.A. Peplau, D. Perlman (Ed.). N.Y.
23. Slater, P. (1976). The pursuit of loneliness: American culture at the breaking point. Boston: Beacon Press.
24. Weiss, R. S. (1973). Loneliness: The exрerience of emotional and social isolation. Cambridge, Mass.
25. Young, J. T. (1982). Loneliness, deрression and cognitive theraрy: theory and aррlications. In: Loneliness. A Source book of current theory, research, and theraрy. John Wiley & Sons, Inc.

(2018) Science and education, 5-6, 12-18. Odessa.

Nataliia Shelenkova,
PhD (Candidate of Psychological Sciences), associate professor, Department of Psychology,
Pavlo Tychyna Uman State Pedagogical University,
28, Sadova Str., Uman, Ukraine,
Maryna Mishchenko,
PhD (Candidate of Psychological Sciences), associate professor, Department of Psychology,
Pavlo Tychyna Uman State Pedagogical University,
28, Sadova Str., Uman, Ukraine

THE STUDY OF FUTURE PSYCHOLOGISTS’ PERSONAL POTENTIAL
IN THE PROCESS OF THEIR PROFESSIONAL DEVELOPMENT

The paper presents the study of the existing level of development of future psychologists’ individual psychological features that make up their personal potential in the process of professional development. The content characteristics of personal potential in relation to professional training have been demonstrated. Effective formation of personal potential of a specialist can be provided in the process of his/her studying at the higher educational institution, being implemented comprehensively in the following areas: cognitive, motivational, operational, reflexive, and spiritual. It has been found that the impact of future psychologists’ individual psychological features on the process of their professional development forms the system of interdependent conditions and factors that increase the level of professional development. This system includes activity-related component (the unity of the subject and the content, common character of the activities performed by students in the process of training); motivational component (the unity of goal and motivational orientation of a future psychologist);communication component (the kind of communication between future psychologists); personality-related component (common value orientations, senses and personal consonance between psychology students); spiritual component (future psychologists’ abilities to distinguish and choose intrinsic moral values, such as goodness, love, beauty, sincerity, freedom, responsibility and subject their actions, which form spiritual and psychological unity with other people in communication and work, to them). The comprehensive diagnostic assessment of future psychologists’ individual psychological characteristics was carried out with the use of the following techniques: J. Holland’s theory of personality types, diagnostics of achievement motivation modified by M. Magomed-Eminov (aimed at defining future psychologists’ professional potential); life purpose test by O. Leontiev; O. Potomkina’s modified technique aimed at determining socio-psychological attitudes of a personality used for finding future psychologists’ values and senses; updated variant of the error inventory by A. Freeman – R. Dewolf (for estimating psychology students’ communication skills); M. Noskov’s technique; inventory “Evaluation of Spirituality Level” developed by O. Horbachov (aimed at estimating psychology students’ spirituality). The results of psychodiagnostic tests have made it possible to obtain and systemize experimental data characterizing the diversity of psychology students’ motivational, communicative, value orientation, professional, personal, and moral characteristics, which together form each student’s personal potential. The results obtained can be applied for the preparing of a special program aimed at the development of future psychologists’ individual psychological features that are responsible for their professional development.

 personal potential, individual psychological features, future psychologists, professional potential, axiological potential, communicative potential, reflexive potential, spiritual potential, psychology students.

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3. Antsiferova, L. I. (1991). Razvitie lichnosti spetsialista kak subyekta svoey professionalnoy zhizni [Developing personality of a specialist as a subject of his/her professional life]. Psikhologicheckie issledovaniya problemy formirovaniya lichnosti professionala – Psychological studies concerning the issue of specialist’s personality formation. (pp. 254-267). V. A. Bodrov (ed.). Moscow [in Russian].
4. Ryzhov, V. V. (1995). Psikhologicheckie osnovy kommunikativnoy podgotovki [Psychological basis of communication training]. Extended abstract of doctor’s thesis. Novosibirsk [in Russian].
5. Ananev, B. G. (1968). Chelovek kak predmet poznaniya [A man as an object of cognition]. Leningrad: Izd-vo LGU [in Russian].
6. Belousova, А. (2015). Development of a Personal Potential in Collaborative Thinking Activity. ProcediaSocial and Behavioral Sciences, 171, 987-994 [in English].

(2018) Science and education, 5-6, 19-25. Odessa.

Yurii Serbin,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Applied Psychology and Sociology,
Volodymyr Dahl East-Ukrainian National University,
59a, Tsentralnyi avenue, Severodonetsk, Ukraine

IMPACT OF PERSONAL ADAPTIVE POTENTIAL OF
HUMANITIES STUDENTS ON THEIR ADAPTATION TO STUDYING

The paper aims to examine psychological peculiarities of the influence of personal adaptive potential of humanities students on the process of their adaptation to studying at a university. To achieve this goal, the following methods were used: focus group interview by S. Belanovskyi; Students’ Adaptation to University Inventory (by T. Dubovytska, A. Krylova), “Adaptability” Multilevel Personal Questionnaire (by A. Maklakov, S. Chermianin); Students’ Educational Motives Inventory (by A. Rean, V. Yakunin; modification by N. Badmaiev), Person’s Motivational and Emotional Profiles (V. Milman); Terminal Values Scale (I. Senin), Self-Assessment Inventory (T. Dembo - S. Rubinstein, modification by G. Pryhozhan), “Psychosocial Climate of a Student Group” Inventory (V. Zavialov); House-Tree-Person Test (J. Buck) and Self-Portrait Drawing Test (R. Burns); methods of mathematical statistics. The following peculiarities of the influence of personal adaptive potential components of humanities students on the process of their adaptation to study have been determined: a low level of behavioral regulation, tendency to neuropsychiatric failures, inadequate self-esteem, incommensurability of communicative abilities, difficulties in making contacts, manifestations of aggressiveness, increasing conflict, impossibility of an adequate assessment of one’s place and role in the student group. Among the criteria for reducing the adaptation to the training of students of humanities is also the regressive type of motivational profile with a low degree of awareness and integration of various forms of learning motives (professional, social, creative self-realization, prestige) and general purpose; increasing the devaluation of values related to educational activities, instead of material values and the field of hobbies and entertainment. There is a connection between the middle and low adaptation stages to the training of students of humanities with their low sociometric status (“rejection”) and high level of anxiety, low sociometric status (“isolated”) and inadequate (underestimated or overestimated) self-esteem, as well as the level of the social environment development in the student group.

adaptation, regulation of behavior and activity, communicative abilities, level of adaptive abilities maturity, personal adaptive potential, social experience.

1.Andreeva, D. A. (1973). O poniatii adaptatsii. Issledovanye adaptatsii studentov k usloviyam ucheby v vuze [On the notion of adaptation. Examning adaptation of students to university conditions]. Leningrad: LHU [in Russian].
2.Aseev, V. H. (1986). Teoreticheskie aspekty problemy adaptatsii [Theoretical aspects of the adaptation phenomenon]. Irkutsk: Izd-vo Irkutskoho gos. ped. in-ta [in Russian].
3.Ball, H. A. (1989). Poniatye adaptatsii i ego znachenie dlya psikhologii lichnosti [Concept of adaptation and its significance for the psychology of personality]. Moscow: NYYT MHAFK [in Russian].
4.Zlobina, O. H. (2004). Osobystist yak subiekt sotsialnykh zmin [Personality as a subject of social change]. Kyiv: In-t sotsiolohii NAN Ukrainy [in Russian].
5.Kaznacheev, V. P. (1980). Sovremennye aspekty adaptatsii [Modern aspects of adaptation]. Novosybyrsk: Nauka [in Russian].

(2018) Science and education, 5-6, 26-31. Odessa.

Iryna Holovska,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Theory and Methods of Practical Psychology,
Tetiana Lаzоrenkо,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Theory and Methods of Practical Psychology,
TetianaYakovleva,
student,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4,Fontanska doroha Str., Odesa, Ukraine

PSYCHOLOGICAL FEATURES OF FEMALE STUDENTS’ GENDER IDENTITY

The paper presents the results of an empirical study of psychological features of female students’ gender identity. The majority of the students have difficulties in attributing themselves to a particular psychological gender, as neutral characteristics prevail in them. The higher level of uncertainty of gender identity in the students, the lower their awareness of social roles. If the students lack knowledge about social roles, they are indecisive, cannot choose something specific, which in turn makes them insecure, which affects their social life and educational activity.

psychological features, gender identity, students, psychological gender, uncertainty of personality.

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