(2021) Science and education, 1, 12-19. Odessa.

Yuri Chernozhuk,
associate professor,
Department of General and Differential Psychology,
Irina Uzun,
master student,
Department of General and Differential Psychology,
The State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska, Odesa, Ukraine

PSYCHOLOGICAL INHIBITORS OF INTELLIGENCE OF FUTURE TEACHERS

The article presents the results of theoretical and empirical research aimed at studying the psychological inhibitors of intelligence of students who will work as teachers in the future. Analysis of the literature on the topic allowed to clarify the content of the main psychological phenomena being studied, to choose parameters that represent intelligence at the formal-dynamic and content-personal levels, as well as psychological properties that can hypothetically inhibit the intelligence of future teachers. Correlation analysis proved: 1) the complex and ambiguous nature of the relationships between the parameters under study; 2) the negative nature of the relationship of a number of indicators of general and social intelligence with indicators of anxiety and aggression, and positive one with indicators of conflict resilience; 3) only indicators of the style "field-dependence/field-independence" have significant negative links with hypothetical inhibitors of intelligence (indicator of personal anxiety) among a number of cognitive-stylistic indicators. Based on the purpose and research tasks, 6 groups of future teachers were created. The first group includes subjects with a low level of anxiety (LA) - 10 people, the second one with a high level of anxiety (HA) - 10 people, the third group - with a low level of aggression - 10 people (LA), the fourth - with a high level of aggression (HA) - 10 people, the fifth group - subjects with a high level of conflict resistance (HC), the sixth - with a low (LC). By means of the qualitative analysis the information on individual-typical features of intelligence of persons with various levels of the specified properties was received, their comparison was carried out. Future teachers with high anxiety, high aggression, low conflict resistance are inferior to colleagues with opposite characteristics in a number of parameters of general and social intelligence. As shown by the results of observations and conversations with these subjects, this leads to significant problems in their professional development, creates for them certain difficulties in various spheres of life. Qualitative analysis has shown that anxiety, aggression and conflict resilience can act as inhibitors of intelligence. However, firstly, it depends on their severity (high anxiety, high aggression and low conflict resistance can act as inhibitors) and secondly, if anxiety acts as an inhibitor, both at the cognitive-stylistic and content-personal levels of intelligence, aggression and conflict resistance act only on the latter one. In addition, their influence affects social intelligence and, unlike anxiety, does not extend to general intelligence.

intelligence, general intelligence, social intelligence, cognitive styles, intelligence inhibitors, future teachers.

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(2021) Science and education, 1, 19-26. Odessa.

Mariia Bondarenko,
PhD (Candidate of Biological Sciences), assistant,
Department of Anatomy and Pathological Physiology,
ESC “Institute of Biology and Medicine” of Taras Shevchenko National University of Kyiv,
2, Akademika Hlushkova Avenue, Kyiv, Ukraine,
Valentyna Kurovska,
PhD (Candidate of Medical Sciences), assistant,
Department of Fundamental Medicine,
ESC “Institute of Biology and Medicine” of Taras Shevchenko National University of Kyiv,
2, Akademika Hlushkova Avenue, Kyiv, Ukraine,
Artem Okhrei,
PhD (Candidate of Biological Sciences), assistant,
Department of Anatomy and Pathological Physiology,
ESC “Institute of Biology and Medicine” of Taras Shevchenko National University of Kyiv,
2, Akademika Hlushkova Avenue, Kyiv, Ukraine,
Olga Podpalova,
assistant of Department of Fundamental Medicine,
ESC “Institute of Biology and Medicine” of Taras Shevchenko National University of Kyiv,
2, Akademika Hlushkova Avenue, Kyiv, Ukraine,
Yevdokiia Reshetnik,
PhD (Candidate of Biological Sciences), assistant,
Department of Anatomy and Pathological Physiology
ESC “Institute of Biology and Medicine” of Taras Shevchenko National University of Kyiv,
2, Akademika Hlushkova Avenue, Kyiv, Ukraine

PROBLEMS OF DISTANT LEARNING OF MEDICAL STUDENTS DURING THE COVID-19 PANDEMIC

Traditionally, education in medical universities has huge practical part. However, during the COVID-19 pandemic the educational process has been transferred to distance learning and disadvantages of it have been revealed. The negative aspects of distance learning need to be analyzed and strategies of their prevention need to be developed. An anonymous survey was conducted among students in order to know their opinion about a transfer to distant learning. Online Google Forms technology was used with this purpose. According to the obtained data, the majority of students (58,2%) indicated a decrease in the level of knowledge acquired remotely during the quarantine. The importance of contact with teachers and receiving tasks from them during quarantine was noted by 79,6% of respondents. Only small part of students (12,2%) assessed distance learning positively. Most of them (75,5%) cannot imagine isolation without using the means of communication, but in case of inability to use them, respondents (43,8%) answered that they would read books. This raises an extremely important question about the dependence of the learning process on electricity. Over the half of the students admitted that the state of health (65,3%) and mood (57,1%) had become worse. About half of students spent their leisure time playing computer games (42,5%), had communicated with family and friends more often (44,9%) and felt homesick (45,9%). These signs are the components of distress that indirectly affect the ability to learn. It is crucially important to provide the maximum audio-visual contact between the teacher and the student during distance learning. The system of psychological consulting of students is extremely needed. Classroom activity with necessary antiepidemic measures should be provided for medical students. The duration and format of online lectures, practical and laboratory classes should be changed.

medical students, distant learning, quarantine, COVID-19 pandemic.

1. Abbasi, S., Ayoob, T., Malik, A., Memon, S. I. (2020). Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pak J Med Sci., 36 (COVID19-S4), 57–S61. DOI: https://doi.org/10.12669/pjms.36.COVID19- S4.2766 [in English].
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4. Butler, A. J., & James, K. H. (2013). Active learning of novel sound-producing objects: motor reactivation and enhancement of visuo-motor connectivity. Cognitive Neuroscience, 25 (2), 203–218. DOI: https://doi.org/10.1162/jocn_a_00284 [in English].
5. Chai M. Tyng, Hafeez U. Amin, Mohamad N. M. Saad, Aamir S. Malik (2017). The Influences of Emotion on Learning and Memory. Frontiers in Psychology, 8 (1454). DOI: https://doi.org/10.3389/fpsyg.2017.01454 [in English].
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13. Muthuprasad, T., Aiswarya, S., Aditya, K. S., Girish, K. Jha. (2020). Students’ Perception and Preference for Online Education in India During COVID-19 Pandemic. Available at SSRN. DOI: https://doi.org/10.2139/ssrn.3596056 [in English]
14. Paechter, M. (2010). Online or face-to-face? Students' experiences and preferences in e-learning. The Internet and Higher Education, 13 (4), 292–297. DOI: https://doi.org/10.1016/J.IHEDUC.2010.09.004 [in English].
15. Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online, 24 (1), 1666538. DOI: https://doi.org/10.1080/10872981.2019.1666538 [in English].
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19. Wynter, L., Burgess, A., Kalman, E., Heron, J. E., Bleasel, J. (2019). Medical students: what educational resources are they using? BMC Med Educ., 19 (1), 36. DOI: https://doi.org/10.1186/s12909-019-1462-9 [in English].
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(2021) Science and education, 1, 27-34. Odessa.

Mariia Kazanzhy,
Doctor of Psychological Sciences, professor,
Department of General and Differential Psychology,
The State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine

PSYCHOLOGICAL RESOURCEFULNESS OF
STUDENT YOUTH UNDER CONDITIONS OF QUARANTINE RESTRICTIONS

The worldwide coronavirus pandemic has dramatically transformed people's lives: habitual things, living and working conditions have changed. It has mostly effected the spheres of activity that were completely or partially switched to a remote format. So, it is especially important now to identify those resources that allow participants in the educational process to function effectively, namely - students, because their adhering to the self-isolation regime required an obligatory intensive constant presence in the digital information environment. Thus, the aim of the article was to identify the psychological resources of students, their individual psychological characteristics and transformations during quarantine restrictions. There was used a complex of theoretical and empirical research methods, in particular "Questionnaire of psychological resourcefulness of personality" (O. S. Shtepa) and "Test-questionnaire of facilitative potential of personality" (M. Y. Kazanzhy). Correlation analysis was conducted based on the results of measuring these psychological features in 200 students of the State Institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky". A comparison of the resourcefulness of individuals before the pandemic and about a year after its beginning was made with the participation of 138 subjects. According to the results of correlation analysis, a close positive relationship between the parameters of facilitative potential and psychological resourcefulness was revealed. The comparison of psychological resources with the help of which students adapt to new conditions and carry out educational activities showed that the parameters of the actualizing component of students' facilitative potential remain virtually unchanged, and the requirement-motivational component even increases, which is associated with unrealized potential under quarantine restrictions. The severity of facilitation resources decreased significantly, indicating that knowledge, skills and abilities to influence others require constant use / training for effective detection. It is established that psychological resourcefulness has changed during the period of quarantine restrictions, such resources as self-realization in the profession, selfconfidence, success have decreased especially significantly. The study has proved that knowledge of one's own psychologi-cal resources, the ability to update and accommodate them is the first thing to pay attention to in the context of provid-ing psychological assistance to students due to the current social constraints. Increasing work on oneself was insufficient to compensate the psychological resources used by the individual in this situation, so it is necessary to develop new techniques and mechanisms for their enrichment.

 psychological resourcefulness, facilitation, facilitative potential, coronavirus pandemic, individual psychological characteristics.

1. Aleksandrova, L. A., Lebedeva, A. A., Bobozhej, V. V. (2014). Psikhologicheskie resursy lichnosti i sotsialno-psikhologicheskaya adaptatsiya studentov s OVZ v usloviyakh professionalnogo obrazovaniya [Psychological resources of a personality and socio-psychological adaptation of students with disabilities in terms of vocational education]. Psikhologicheskaya nauka i obrazovanie – Psychological science and education, 1, 50–67 [in Russian].
2. Anisimov, A. I., Ilina, P. A. (2018). Tsennostnosmyslovye orientatsii i dukhovnye resursy zdorovya studentov vuzov [Value-semantic orientations and spiritual resources of health of university students]. Uchonye zapiski Sankt-Peterburgskogo gosudarstvennogo instituta psikhologii i sotsialnoy raboty – Scientific notes of the St. Petersburg State Institute of Psychology and Social Work, 1(29), 125–132 [in Russian].
3. Vasilenko, E. A. (2019). Problema sushсhnosti i funktsii sotsialnogo stressa v psikhologii [The problem of the essence and functions of social stress in psychology]. Vestnik Yuzhno-Uralskogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta – Bulletin of the South Ural State University for the Humanities and Pedagogy, 3, 299–319. DOI: https://doi.org/10.25588/CSPU.2019.27.22.020 [in Russian].
4. Vorobiova, Ye. (2019). Rol menedzherafasylitatora v systemi orhanizatsiinoho rozvytku [The role of the facilitator manager in the system of organizational development]. Lider. Elita. Suspilstvo – Leader. Elite. Society, 2, 59–70 [in Ukrainian].
5. Kazanzhy, M. Y. (2014). Psykholohiia fasyliatyvnosti [Psychology of facilitation]. Odesa: KUPRIIЕNKO SV [in Ukrainian].
6. Kislyakov, P. A. (2020). Psihologicheskaya ustoychivost studencheskoy molodezhi k informatsionnomu stressu v usloviyakh pandemii COVID19. [Psychological resistance of student youth to information stress in the context of the COVID-19 pandemic]. Perspektivy nauki i obrazovaniya – Prospects for Science and Education, 5 (47), 343–356. Retrieved from https://pnojournal.wordpress.com/2020/10/29/kislyakov/ [in Russian].
7. Leontiev, D. A. (2012). Opyt metodologicheskogo osmysleniya praktik raboty s lichnostyu: fasilitatsiya, nootehnika, zhiznetvorchestvo [The experience of methodological comprehension of the practices of working with a personality: facilitation, nootechnics, life creation]. Konsultativnaya psikhologiya i psikhoterapiya – Counseling psychology and psychotherapy, 4(20), 164–185 [in Russian].
8. Ryabtsev, A. Yu., Kochergina, T. V., Zagorulja, T. B. (2019). Kontseptsiya pedagogicheskoy fasilitatsii: iz opyta realizatsii v ekonomicheskom universitete. [The concept of pedagogical facilitation: from the experience of implementation at the University of Economics]. Sovremennye problemy nauki i obrazovaniya – Modern problems of science and education, 4. Retrieved from http://www.scienceeducation.ru/ru/article/view?id=29058 [in Russian].
9. Fedosenko, E. V. (2020). Zhizn posle karantina: psikhologiya smyslov i koronavirus COVID-19 [Life after quarantine: the psychology of meanings and the coronavirus COVID-19]. Psihologicheskie problemy smysla zhizni i akme – Psychological problems of the Meaning of Life and Acme, XXV, 34–47. Retrieved from https://cyberleninka.ru/article/n/zhizn-posle-karantinapsihologiya-smyslov-i-koronavirus-covid-19 [in Russian].
10. Shtepa, O. S. (2018). Opytuvalnyk psykholohichnoi resursnosti osobystosti: rezultaty rozrobky y aprobatsii avtorskoi metodyky [Questionnaire of psychological resourcefulness of personality: results of development and approbation of author's technique]. Zbirnyk naukovykh prats K-PNU imeni Ivana Ohiienka, Instytutu psykholohii imeni H. S. Kostiuka NAPN Ukrainy. Problemy suchasnoi psykholohii, 39, 380–399. [in Ukrainian].
11. Shtepa, O. S. (2016). Psykholohichna resursnist yak kryterii indyvidualnoho zdorovia [Psychological resourcefulness as a criterion of individual health]. Zbirnyk naukovykh prats K-PNU imeni Ivana Ohiienka, Instytutu psykholohii imeni H.S.Kostiuka NAPN Ukrainy. Problemy suchasnoi psykholohii, 32, 571–585 [in Ukrainian].

(2021) Science and education, 1, 34-44. Odessa.

Yuliia Asieieva,
PhD (Candidate of Psychological Sciences),
Head of the Department of General Scientific,
Social and Behavioral Sciences of
the Odessa Institute of Interregional Academy of Personnel Management,
19, Black Sea Cossacks Str., Odesa, Ukraine

RELATIONSHIP BETWEEN SOCIAL CONDITIONS OF LIFE
AND THE STAGE OF MANIFESTATION OF CYBER ADDICTIONS

The whole world today is rapidly following the path of digitalization of society, cyberspace is becoming a new sphere of reality for the majority of the population. Despite all the advantages of interactive technologies and the speed of obtaining the necessary information due to the prevalence of the Internet. New problematic issues also arise. Almost 8% of the world's population has been already addicted to the Internet, but questions about the nosology, etiology of cyber addictions and their treatment and prevention still remain unresolved. The aim of this study was to identify the impact of social living conditions on the severity of cyber addictions. The following research methods were used: bibliographic and historical analysis of theoretical heritage, psychodiagnostic testing: Test-questionnaire for detecting cyber addiction (TQC) and semi-structured interview of respondents to clarify social living conditions as well as mathematical and statistical methods for data analysis (data processing was done using the program "Microsoft Excel", "SPSS 26.0 for Windows XP"). The study sample consisted of 559 people, including 408 who had certain types of cyber addictions and 151 people who agreed to join the control group (relatively healthy). The study was conducted in accordance with the principles of bioethics and deontology. It was found that the most typical addictions for boys are computer addiction, Internet addiction, game addiction and gadget addiction; more typical addictions for girls are cybercommunication addiction and selfie. In correlation analysis (according to Pearson and Tau-b Kendall) of relationship between the influence of social living conditions on the severity of cyber addictions it was found that according to the results of both correlation matrices the links were not revealed between cyber addictions and educational institutions in which our respondents studied; but at the same time a direct relationship was found between computer addiction, Internet addiction, game addiction and cyber-communication addiction with the academic success of cyber-addicts. Such a type of cyber addiction as selfie has an inverse relationship with the material wealth of the family. When analyzing the results obtained by Pearson's correlation analysis, it can be argued that the manifestations of all types of cyber addictions have a medium direct connection with conflicts with parents, a weak direct connection between cyber addictions and conflicts with peers.

Internet, cyber addictions, computer addiction, Internet addiction, gadget addictions, selfie, cybercommunication addiction.

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2. Voyskunsky, A. E., & Smyslova, O. V. (2020). Kiberzabolevanie v sistemakh virtualnoy realnosti: klyuchevye faktory i sensornaya integracziya [Cyber Disease in Virtual Reality Systems: Key Factors and Sensory Integration]. Psikhologichesky zhurnal – Psychological journal, 1 (41), 56-64 [in Russian].
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4. Polyakova, A. (2018). Vsego 58% ukraintsev polzuyutsa internetom – issledovanie [Only 58% of Ukrainians use the Internet – research]. Retrieved from https://www.epravda.com.ua/rus/news/2018/01/31/63359 0/ [in Russian].
5. Chebykin, O. Ya., Kabesheva, A. О. (2010). Vplyv mobіlnogo telefonu ta psikhoemotsіinі stany osobistostі studenta [Influence of mobile phone and psycho-emotional states of the student's personality]. Nauka i osvita – Science and Education, 8, 48–54 [in Ukrainian].
6. Chebykin, O. Ya., Krymova, N. O. (2015). Vplyv kompiuternoi dіialnostі na emotsіinu sferu studentіv [Influence of computer activity on the emotional sphere of students]. Nauka i osvita – Science and Education, 3, 126–134 [in Ukrainian].
7. Boram, Jeong, J., Yoon, Lee Bo, et. al. (2020). Associations of personality and clinical characteristics with excessive Internet and smartphone use in adolescents: A structural equation modeling approach. Addictive Behaviors, 11, 25-33 [in English].
8. Kemp, S. (2020). Digital 2020 Global Overview Report, for TheNextWeb. Retrieved from https://wearesocial.com/digital-2020 [in English].
9. Zhaojun, M., & Pontesbc, Q. N., & Guangcan D. (2020). Internet gaming disorder and psychosocial wellbeing: A longitudinal study of older-aged adolescents and emerging adults. J. Addictive Behaviors. 11, 5-11 [in English].