Iryna Grechukha, Nataliia Kurovska DEVELOPMENT OF THE VALUE SYSTEM OF STUDENT YOUTH IN THE CONTEXT OF FORMING SOCIAL RESPONSIBILITY

(2025) Science and education, 4, 42-48. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-5

Iryna Grechukha,
Doctor of Philosophy (specialization in Psychology),
Associate Professor at the Department of Psychology,
Polissia National University,
7, Staryi Blvd., Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0000-0002-1704-4320


Nataliia Kurovska,
Candidate of Economic Sciences, Associate Professor,
Master’s student in Psychology,
Polissia National University,
7, Staryi Blvd., Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0000-0003-3344-6079

 

DEVELOPMENT OF THE VALUE SYSTEM OF STUDENT YOUTH IN THE CONTEXT OF FORMING SOCIAL RESPONSIBILITY

SUMMARY:

The article is devoted to the study of issues related to the development of the value sphere of student youth in the process of forming their social responsibility. The necessity of conducting a survey among higher education seekers in order to determine the priority areas of personal value orientations is substantiated. The responses of respondents regarding terminal and instrumental values are analyzed. The authors provide substantiation for the definition of students’ priority values, which are indicative of the high spiritual, moral and ethical qualities of the respondents, as demonstrated by their honesty, responsibility, family values and mutual respect. At the same time, the most unacceptable personality traits in the opinion of students are dishonesty, hypocrisy, selfishness, insidiousness, cynicism, indifference, cruelty, and greed. The results of the study indicated that students exhibited a strong sense of patriotism and demonstrated support for Ukrainian culture, traditions, customs, and language. The formation of students’ value spheres is influenced by certain external factors related to personal relationships in society and communication among friends. In the process of determining the prestige of professions, respondents expressed a preference for those areas of activity that are characterized by high demand in the labor market, provide prospects for obtaining highly paid positions and continuous professional development and career growth. It has been confirmed that young students associate the concept of social responsibility with personal value orientations, primarily with the concept of integrity. This is defined as honest, voluntary compliance with certain social norms, rules and moral and ethical principles, as well as a responsible attitude towards oneself, others and the surrounding world. At the same time, it is linked to such personal attributes as patriotism, humanity, and charity, which are forged during periods of martial law and are pivotal in the evolution of the value system.

KEYWORDS:

value sphere, personality, society, value orientations, students, social responsibility

FULL TEXT:

 

REFERENCES:
 
  1. Alokhin, M. S. (2014). Smyslozhyttievi tsinnosti ta oriientyry suchasnoi ukrainskoi molodi industrialnykh raioniv [Meaningful values and guidelines for contemporary Ukrainian youth in industrial regions]. Sotsiolohiia. Nova paradyhma – Sociology. New paradigm, 132, 153–162 [in Ukrainian].
  2. Berehova, N. P., Dzhyhun, L. M. Psykholohichni osoblyvosti tsinnisnykh oriientatsii osobystosti yunatskoho viku [Psychological characteristics of value orientations in adolescents]. Vcheni zapysky TNU imeni V. I. Vernadskoho – Scientific notes of V. I. Vernadsky Ternopil National University, 3, 54–58. https://doi.org/10.32838/2709-3093/2022.3/09 [in Ukrainian].
  3. Kolot, A. M. (2017). Sotsialna vidpovidalnist yak suspilna tsinnist ta skladova zbalansovanoho rozvytku [Social responsibility as a social value and component of sustainable development]. Naukovyi visnyk Poltavskoho universytetu ekonomiky i torhivli. Seriia : Ekonomichni nauky – Scientific Bulletin of Poltava University of Economics and Trade. Series: Economic Sciences, 5, 249–263 [in Ukrainian].
  4. Korniievskyi, S., Chala, V. (2023). Sutnist poniattia «sotsialna vidpovidalnist» v ekonomichnii teorii [The essence of the concept of “social responsibility” in economic theory]. Ekonomichnyi prostir – Economic Space, 187, 9–14. https://doi.org/10.32782/2224-6282/187-1 [in Ukrainian].
  5. Misenh, D. V. (2018). Tsinnisni oriientatsii suchasnoho ukrainskoho yunatstva [Value orientations of modern Ukrainian youth]. Psykholohichni vymiry kultury, ekonomiky, upravlinnia – Psychological dimensions of culture, economy, management, XI, 198–206 [in Ukrainian].
  6. Podolianchuk, D. S. (2020). Tsinnisni oriientatsii students- koi molodi yak predmet sotsialno-psykholohichnoho doslidzhen-nia [Value orientations of student youth as a subject of socio-psychological research]. Habitus – Habitus, 19, 263–270. https://doi.org/10.32843/2663-5208.2020.19.46 [in Ukrainian].
  7. Sarapina, O. A. & Stefanovich, N. Ya. (2018). Sotsialna vidpovidalnist studentiv spetsialnosti «oblik i opodatkuvannia» [Social responsibility as a social value and component of sustainable development]. Economy and society. Mukachevo State University – Ekonomika i suspilstvo. Mukachivskyi derzhavnyi universytet, 15, 884–890 [in Ukrainian].
  8. Tsvyd-Hrom, O., Marchuk, V., Zelinska, V. (2024). Pedahohichni osnovy poniattia «tsinnisni oriientatsii» ta osoblyvosti yikh formuvannia u studentskoi molodi v osvitnovykhovnomu protsesi ZVO [Pedagogical foundations of the concept of “value orientations” and the peculiarities of their formation in students in the educational process of higher education institutions]. Aktualni pytannia humanitarnykh nauk – Current issues in the humanities, 71 (3), 291–296. https:/doi.org/10.24919/2308-4863/71-3-47 [in Ukrainian].
  9. Tsiupryk, A. Ya., Yakymovych, O. N., Ruziak, T. I. (2025). Formuvannia sotsialnoi vidpovidalnosti fakhivtsiv v osvitnomu seredovyshchi zakladu vyshchoi osvity [Formation of social responsibility of specialists in the educational environment of higher education institutions]. Perspektyvy ta innovatsii nauky – Prospects and innovations in science, 3(49), 984–996 [in Ukrainian].

Inna Grabchuk, Lina Sikoraka, Tetyana Glyuza PSYCHOLOGICAL FACTORS OF INNOVATIVE PARTICIPATIVE MANAGEMENT STYLE IN RELATION TO INCREASING MOTIVATION AND WORK EFFICIENCY IN THE ORGANIZATION

(2025) Science and education, 4, 32-41. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-4

Inna Grabchuk,
Candidate of Economic Sciences, majoring in Economics and Business Management,
Associate Professor at the Department of Economics, Entrepreneurship and Tourism, 
Polissia National University, 
7, Staryy Bulvar, Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/ 0000-0001-5548-6034

Lina Sikoraka,
Candidate of Pedagogical Sciences, majoring in Theory and Methods of Vocational Education,
Associate Professor at the Department of Natural Sciences and Social and Humanitarian Disciplines, 
Zhytomyr Medical Institute Zhytomyr Regional Council,
46/15, Velyka Berdychivska Str., Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/ 0000-0002-4785-1086

Tetyana Glyuza,
Master, 
Polissia National University,
Staryy Bulvar, 7, Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0009-0002-0832-2584

 

PSYCHOLOGICAL FACTORS OF INNOVATIVE PARTICIPATIVE MANAGEMENT STYLE IN RELATION TO INCREASING MOTIVATION AND WORK EFFICIENCY IN THE ORGANIZATION

SUMMARY:

The relevance of the study is due to the change in the paradigm of modern management, where democratic and innovative approaches to labor organization are gaining increasing importance. In conditions of high competition, rapid changes and the growing role of human capital, traditional authoritarian-bureaucratic leadership styles are losing their effectiveness. Instead, the emphasis shifts to the employee's personality, motivation, creativity, emotional intelligence, and ability to collaborate. In this context, the innovative participative leadership style is seen as one of the most promising approaches, which combines the effectiveness of the organization's personnel management with the development of its socio-psychological potential. The purpose of the study is to scientifically substantiate and systematically analyze the psychological factors of the innovative participatory management style and determine its impact on employee motivation and work efficiency in the organization. To achieve this goal, the following tasks were set: to classify the key psychological factors of participative management; to reveal their influence on work behavior; to characterize the role of this style in the formation of a favorable socio-psychological climate and increasing the efficiency of the work team; substantiate the practical principles of its application. Research methods include analysis, synthesis, comparison, generalization, as well as a systemic-structural approach, which provided a comprehensive study of the structural components of the participative leadership style. The use of such methods allowed us to identify motivational, cognitive, communicative, and emotional-volitional factors that determine the effectiveness of personnel work in the organization and propose an author’s model of psychological factors of an innovative participatory leadership style, which demonstrates how specific psychological factors of leadership affect motivation, involvement, and work performance in an organization. The results of the study showed that the effectiveness of the innovative participatory style largely depends on the leader's emotional intelligence, ability for empathy, two-way communication skills, trust in staff, and support for employee autonomy. The findings confirm that the innovative participative leadership style is an effective management model that helps increase staff motivation, form innovative behavior, and strengthen the competitiveness of the organization.

KEYWORDS:

psychological factors, innovative participatory management style, motivation, effectiveness of management processes

FULL TEXT:

 

REFERENCES:
 
  1. Akademichnyi tlumachnyi slovnyk ukrainskoi movy [Academic Explanatory Dictionary of the Ukrainian Language]. (1970–1980). V 11 т. Kyiv: Naukova dumka. Retrieved from https://sum.in.ua/ [in Ukrainian].
  2. Honcharenko, S. U. (1997). Ukrainskyi pedahohichnyi slovnyk [Ukrainian pedagogical dictionary]. Kyiv: Lybid [in Ukrainian].
  3. Zakharkevych, N. P., & Trubaichuk, R. V. (2021). Rozvytok partysypatyvnoho upravlinnia na vitchyznianykh pid- pryiemstvakh [Development of participatory management at domestic enterprises]. Khmelnytskyi University of Management and Law, 46–54 [in Ukrainian].
  4. Kyfiak, V. I., & Kindzerskyi, V. V. (2020). Upravlinnia personalom yak osnovnyi biznes-protses pidpryiemstv [Personnel management as a key business process of enterprises]. Naukovyi visnyk Chernivetskoho natsionalnoho universytetu. Seriia “Ekonomika”, 827, 21–29 [in Ukrainian].
  5. Kolisnichenko, N. (2021). Partysypatyvne upravlinnia v haluzi osvity: sutnist, osoblyvosti, tendentsii formuvannia i realizatsii [Participatory management in education: essence, features, trends]. Aktualni problemy derzhavnoho upravlinnia, 3(84), 111–116. https://doi.org/10.35432/1993-8330ap-pa3842021246301 [in Ukrainian].
  6. Lavryniuk, O., & Kyrychenko, V. (2023). Motyvatsiia do navchalnoi diialnosti: analiz suchasnykh teorii [Motivation for learning: analysis of modern theories]. Zhurnal sotsialnoi ta praktychnoi psykholohii, 1, 34–39. https://doi.org/10.32782/psy-2023-1-6 [in Ukrainian].
  7. Mykytiuk, S. O., & Mykytiuk, S. S. (2021). Motyvatsiia navchalnoi diialnosti yak resurs osvitnoho protsesu [Learning motivation as a resource of the educational process]. Zbirnyk naukovykh prats Natsionalnoho yurydychnoho universytetu imeni Yaroslava Mudroho, 76(2), 121–126. https://doi.org/10.32840/1992-5786.2021.76-2.21 [in Ukrainian].
  8. Ohnev’iuk, V. O. (2003). Osvita v systemi tsinnostei staloho liudskoho rozvytku [Education in the system of sustainable human development values]. (Doctoral dissertation abstract). Kyiv [in Ukrainian].
  9. Pavko, A. (2024). Ukrainska fundamentalna nauka – intelektualnyi chynnyk formuvannia tradytsii ta tsinnostei yevropeiskoi tsyvilizatsii [Ukrainian fundamental science as an intellectual factor of forming European values]. Visnyk KNU im. T. Shevchenka. Filosofiia, 1(10), 26–31. https://doi.org/ 10.17721/2523-4064.2024/10-5/11 [in Ukrainian].
  10. Petrenko, V. V., & Vasylenko, O. M. (2020). Profesiina spriamovanist ta chynnyky vyboru profesii studentamy zakladiv vyshchoi osvity [Professional orientation and factors influencing students’ career choice]. Aktualni pytannia sotsial noi roboty: nadbannia, problemy, perspektyvy, 1, 90–93. Retrieved from https://elar.khmnu.edu.ua/server/api/core/bit-streams/066b60e1-a51d-407b-bfa9-151b30b48e3a/content [in Ukrainian].
  11. Stryzheus, L. V. (2013). Osoblyvosti rozvytku “ekonomiky uchasti” v orhanizatsii [Features of the development of “participation economy” in an organization]. Efektyvna ekonomika, 4. Retrieved from http://www.economy.nayka.com.ua/?op=1&z=1941 [in Ukrainian].
  12. Sherman, M., Puhovskiy, E., Kambalova, Y., & Kdyrova, I. (2022). The future of distance education in war or the education of the future (the Ukrainian case study). Futurity Education, 2(3), 15–24. https://doi.org/10.57125/ FED/2022.10.11.30 [in English].
  13. Escriva-Boulley G., Tessier D., Sarrazin P. (2012). La motivation autodéterminée. L’engagement des élèves en EPS, 6, 67–75. Retrieved from https://www.researchgate.net/publication/331297209_L’engagement_des_eleves_en_EPS_ la_motivation_autodeterminee [in French].
  14. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press. http://dx.doi.org/10.1007/978-1-4899-2271-7 [in English].
  15. Maister, D. (2024). True professionalism. New York: Free Press [in English].
  16. Maslow, A. H. (1954). Motivation and personality. New York: Harper & Row [in English]

Nataliia Gevkaliuk, Oksana Yavorska ASSESSMENT OF PSYCHO-PHYSIOLOGICAL FEATURES OF THE OCCURRENCE OF STRESS-INDUCED PATHOLOGY – BRUXISM

(2025) Science and education, 4, 23-31. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-3

Nataliia Gevkaliuk,
Doctor of Medical Sciences, Professor,
Professor at the Department of Pediatric Dentistry,
Ivan Horbachevsky Ternopil National Medical University
of the Ministry of Health of Ukraine,
1, Maidan Voli, Ternopil, Ukraine,
ORCID ID: https://orcid.org/0000-0002-7718-4616


Oksana Yavorska,
Master’s Degree Candidate in Specialty C4 “Psychology”,
Ternopil Ivan Puluj National Technical University,
56, Ruska Str., Ternopil, Ukraine,
ORCID ID: https://orcid.org/0009-0004-2683-2531

ASSESSMENT OF PSYCHO-PHYSIOLOGICAL FEATURES OF THE OCCURRENCE OF STRESS-INDUCED PATHOLOGY – BRUXISM

SUMMARY:

The article is devoted to the study of the influence of stress factors on the psychophysiological characteristics of students. The relevance of the topic is due to the prolonged effect of extreme and traumatic events caused by full-scale aggression by the russian federation, and the associated deterioration of the mental health of the population of Ukraine. Stressful situations, other psychological factors, in particular, anxiety and depression, able to cause various stress-induced pathologies, including bruxism. The study aimed to study and assess the impact of stress-induced factors on the psychophysiological features of students and their role in the occurrence of bruxism. The following scientific methods were used: a) theoretical – analysis of psychological-medical scientific domestic and foreign literature to clarify the role of psychological factors in the development of bruxism; b) empirical – psychological-medical methods of assessing the psycho-emotional state of students using psychodiagnostic methods – the level of personal anxiety and reactive anxiety according to the Spielberger C. D. anxiety scale; assessment of possible bruxism using the Pintado M.R. questionnaire; c) clinical – dental examination, hardware research for determining occlusogram and brux checker; d) statistical – for analysis and interpretation of the results of the study. The results of the student questionnaire using psychodiagnostic methods showed that in the structure of the distribution of respondents by levels of personal and reactive anxiety, a high level prevailed. Considering the psychosomatic connections, the corresponding dental symptoms of bruxism were identified in parallel, which demonstrated a high prevalence of bruxism both in sleep and wakefulness, with a high score on the evaluation criterion. The results of the occlusogram study and the bruxchecker assessment demonstrated the presence of supracontacts and an increase in the area of abrasion facets of the occlusal surfaces on the premolars and molars of the upper and lower jaws in all bruxists, which leads to pain and discomfort in the orofacial area, worsening the quality of life of patients. Since responsible for bruxism activity there are is sensitivity to stress and personality anxiety, ago advisable to modulate this condition with psychosocial factors, taking into account the psychoemotional characteristics of the individual.

KEYWORDS:

neuro-emotional tension, anxiety, stress, resilience, bruxism

FULL TEXT:

 

REFERENCES:
 
  1. Assonov, D., & Khaustova, O. (2019). Rozvytok kontseptsiyi rezyliyensu v naukoviy literaturi protyahom ostannikh rokiv [Development of the concept of resilience in scientific literature in recent years]. Psykhosomatychna medytsyna ta zahalna praktyka, 4(4), e0404219. https://doi.org/10.26766/pmgp.v4i3-4.219 [in Ukrainian].
  2. Atakhanov, B., & Chebykin, O. (2023). Doslidzhennya emotsiyno-osobystisnykh osoblyvostey yak virohidnykh determinant psykholohichnoyi kryzy v molodi [Research on emotional and personal characteristics as probable determinants of psychological crisis in youth]. Nauka i osvita, 2, 95–103. https://doi.org/10.24195/2414-4665-2023-2-14 [in Ukrainian].
  3. Vikhlyayeva, Ya. (2021). Osoblyvosti vykorystan nya psykholohichnoho debryfinhu v ekstremalnykh umovakh [Features of using psychological debriefing in extreme conditions]. Mat. Х Vseukrayinskoyi naukovo-praktychnoyi konferentsiyi «Osobystist v ekstremalnykh umovakh», 21.05.2021 r. Lviv, 16 –19 [in Ukrainian].
  4. Dmytryshyn, S. (2024). Rezylyentnist osobystosti: sutnist fenomenu ta metody rozvytku [Personal resilience: the essence of the phenomenon and methods of development]. Visnyk Lvivskoho universytetu. Seriya psykholohichni nauky, 20, 67–74. https://doi.org/10.30970/PS.2024.20.10 [in Ukrainian].
  5. Dudnyk, S. V., & Koshelya, I. I. (2016). Tendentsiyi stanu zdorovya naselennya Ukrayiny [Trends in the health status of the population of Ukraine]. Ukrayina. Zdorovya natsiyi, 4(40), 67–76 [in Ukrainian].
  6. Kozlyakovskyy, P. A. (2004). Zahalna psykholohiya: navch. posibnyk [General psychology: textbook]. Mykolayiv: Vyd-vo MDHU im. P. Mohyly, 240 р. [in Ukrainian].
  7. Kokun, O. (2020). Profesiyna zhyttyestiykist osobystosti: analiz fenomena [Professional resilience of the individual: analysis of the phenomenon]. Aktualni problemy psykholohiyi : zb. nauk. prats Instytutu psykholohiyi imeni H. S. Kostyuka NAPN Ukrayiny. Tom. V: Psykhofiziolohiya. Psykholohiya pratsi. Eksperymentalna psykholohiya, 20, 68–81 [in Ukrainian].
  8. Mushkevych, M. I. (2006). Klinichna psykhodiahnostyka [Clinical psychodiagnostics]: [metod. rek. dlya stud. spets. Medychna psykholohiya] / red. M. I. Mushkevych. Lutsk : RVV – Vezha Volyn. derzh. un-tu im. Lesi Ukrayinky, 160 р. [in Ukrainian].
  9. Nauholnyk, L. B. (2015). Psykholohiya stresu: pidruchnyk [Psychology of Stress: A Textbook]. Lviv: Lvivskyy derzhavnyy universytet vnutrishnikh sprav, 324 р. [in Ukrainian].
  10. Sannikova, O. (2024). Emotsiyne zdorovya i konhruentnist: problemy determinatsiyi [Emotional health and congruence: problems of determination]. Nauka i osvita, 1, 68–74. https://doi.org/10.24195/2414-4665-2024-1-11 [in Ukrainian].
  11. Sulyatytskyy, I., & Mysyuk, V. (2025). Ukrayinska innovatsiya psykhodiahnostyky v lohopedychniy praktytsi [Ukrainian innovation in psychodiagnostics in speech therapy practice]. Nauka i osvita, 2, 64–70. https://doi.org/10.24195/2414-4665-2025-2-8 [in Ukrainian].
  12. Beddis, H., Pemberton, M., & Davies, S. (2018). Sleep bruxism: an overview for clinicians. Br Dent J., 225(6), 497–501. https://doi.org/10.1038/sj.bdj.2018.757 [in English].
  13. Behr, M., Hahnel, S., Faltermeier, A., Bürgers, R., & Kolbeck, C. (2012). The two main theories on dental bruxism. Ann Anat., 194(2), 216–219. https://doi.org/10.1016/j.aanat.2011.09.002 [in English].
  14. Belenda González, I., Montero J., Gómez Polo, C., Pardal Peláez, B. (2025). Evaluation of the relationship between bruxism and/or temporomandibular disorders and stress, anxiety, depression in adults: A systematic review and qualitative analysis. Journal of Dentistry, 156, 105707. https://doi.org/10.1016/j.jdent.2025.105707 [in English].
  15. Benthem de Grave, R., Hasselman, F., & Bijleveld, E. (2022). From work stress to disease: A computational model. PLoS One, 17(2), 0263966. https://doi.org/10.1371/journal.pone.0263966 [in English].
  16. Chemelo, V. S., Né Y. S., Frazão DR, Souza-Rodrigues, R. D., Fagundes, N. C. F. (2020) Is There Association Between Stress and Bruxism? A Systematic Review and Meta-Analysis. Front. Neurol., 11, 590779. https:// doi.org/10.3389/fneur.2020.590779 [in English].
  17. Cruz-Fierro, N., Martínez-Fierro, M., Cerda- Flores, R. M., Gómez-Govea M. A., & Delgado-Enciso, I. (2018). The phenotype, psychotype and genotype of bruxism. Biomed Rep., 8(3), 264–268. https://doi.org/10.3892/ br.2018.1041 [in English].
  18. Dave, U., & Taylor-Robinson, S. D. (2022). Maintaining Resilience in Today's Medical Environment: Personal Perspectives on Self-Care. Int J Gen Med., 15, 2475–2478. https://doi.org/10.2147/IJGM.S354928 [in English].
  19. Goulart, A. C., Arap, A. M., Bufarah, H. B, Bismarchi, D., & Rienzo, M. (2021). Anxiety, Depression, and Anger in Bruxism: A Cross-sectional Study among Adult Attendees of a Preventive Center. Psychiatry Res., 299, 113844. https://doi.org/10.1016/j.psychres.2021.113844 [in English].
  20. Haidar, S. A., de Vries, N. K., Karavetian, M., & El-Rassi, R. (2018). Stress, Anxiety, and Weight Gain among University and College Students: A Systematic Review. J Acad Nutr Diet., 118(2), 261–274. https://doi.org/10.1016/j.jand.2017.10.015 [in English].
  21. Korkmaz, C., Bellaz, I. B., Kılıçarslan, M. A., Dikicier, S., & Karabulut, B. (2024). Influence of psychiatric symptom profiles of parents on sleep bruxism intensity of their children. Acta Odontol Scand., 82(1), 33–39. https://doi.org/10.1080/00016357.2023.2254374 [in English].
  22. Lakhan, R., Agrawal, A., & Sharma, M. (2020). Prevalence of Depression, Anxiety, and Stress during COVID-19 Pandemic. J Neurosci Rural Pract., 11(4), 519–525. https://doi.org/10.1055/s-0040-1716442 [in English].
  23. Leung, A. K. C., Wong, A. H. C., Lam, J. M., & Hon, K. L. (2024). Sleep Bruxism in Children: A Narrative Re- view. Curr Pediatr Rev., 21(1), 40–50. https://doi.org/10.2174/1573396320666230915103716 [in English].
  24. Lobbezoo, F., Jacobs, R., De Laat, A., Aarab, G., Wetselaar, P., & Manfredini, D. (2017). Kauwen op bru xisme. Diagnostiek, beeldvorming, epidemiologie en oorzaken [Chewing on bruxism. Diagnosis, imaging, epidemiology and aetiology]. Ned Tijdschr Tandheelkd., 124(6), 309–316. Dutch. https://doi.org/10.5177/ntvt.2017.06.16194 [in English].
  25. Lobbezoo, F., Ahlberg, J., Verhoeff, M. C., Aarab, G., Bracci, A., & Koutris, M. (2024). The bruxism screener (Brux-Screen): Development, pilot testing and face validity. J Oral Rehabil., 51(1), 59–66. https://doi.org/10.1111/joor.13442 [in English].
  26. Lu, S., Wei, F., & Li, G. (2021). The evolution of the concept of stress and the framework of the stress system. Cell Stress, 5(6), 76–85. https://doi.org/10.15698/cst2021.06.250 [in English].
  27. Manfredini, D., Serra-Negra, J., Carboncini, F., & Lobbezoo, F. (2017). Current Concepts of Bruxism. Int J Prosthodont., 30(5), 437–438. https://doi.org/10.11607/ijp.5210 [in English].
  28. Manfredini, D., Ahlberg, J., & Lobbezoo, F. (2022). Bruxism definition: Past, present, and future – What should a prosthodontist know? J Prosthet Dent., 128(5), 905–912. https://doi.org/10.1016/j.prosdent.2021.01.026 [in English].
  29. Manfredini, D., Ahlberg, J., Aarab, G., Bender, S., Bracci, A., & Cistulli, P.A. (2024). Standardised Tool for the Assessment of Bruxism. J Oral Rehabil., 51(1), 29–58. https://doi.org/10.1111/joor.13411 [in English].
  30. Melo, G., Duarte, J., Pauletto, P., Porporatti, A. L., Stuginski-Barbosa, J., & Winocur, E. (2019). Bruxism: An umbrella review of systematic reviews. J Oral Rehabil., 46(7), 666–690. https://doi.org/10.1111/joor.12801 [in English].
  31. Mesko, M. E., Hutton, B., Skupien, J. A., Sarkis-Onofre, R., Moher, D., & Pereira-Cenci, T. (2017). Therapies for bruxism: a systematic review and network meta-analysis (protocol). Syst Rev., 6(1), 4. https://doi.org/10.1186/s13643-016-0397-z [in English].
  32. Montero, J., & Gómez-Polo, C. (2017). Personality traits and dental anxiety in self-reported bruxism. A cross-sectional study. Journal of Dentistry, 65, 45–50. https://doi.org/10.1016/j.jdent.2017.07.002 [in English].
  33. Oliveira, M. T., Bittencourt, S. T., Marcon, K., Destro, S., & Pereira, J. R. (2015). Sleep bruxism and anxie ty level in children. Braz Oral Res., 29, 1806. https://doi.org/10.1590/1807-3107BOR-2015.vol29.0024 [in English].
  34. Pintado, M. R., Anderson, G. C., DeLong, R., & Douglas, W. H. (1997). Variation in tooth wear in young adults over a two-year period. J Prosthet Dent., 77(3), 313–320. https://doi.org/10.1016/s0022-3913(97)70189-6 [in English].
  35. Raymond, C., Pichette, F., Beaudin, M., Cernik, R., & Marin, M.F. (2023). Vulnerability to anxiety differently predicts cortisol reactivity and state anxiety during a laboratory stressor in healthy girls and boys. J Affect Disord., 331, 425–433. https://doi.org/10.1016/j.jad.2023.02.154 [in English].
  36. Rofaeel, M., Chow, J. C., & Cioffi, I. (2021). The intensity of awake bruxism episodes is increased in individuals with high trait anxiety. Clin Oral Investig., 25(5), 3197–3206. https://doi.org/10.1007/s00784-020-03650-5 [in English].
  37. Shen, Z., Zhou, N., & Wu, L. (2018). A preliminary study on potential association between psychopathological status and rhythmic masticatory muscle activity of young patients with sleep bruxism in Tianjin China. Sleep Med., 51, 99–104. https://doi.org/10.1016/j.sleep.2018.07.006 [in English].
  38. Vlăduțu, D., Popescu, S. M., Mercuț, R., Ionescu, M., Scrieciu, M., & Glodeanu, A. (2022). Associations between Bruxism, Stress, and Manifestations of Temporomandibular Disorder in Young Students. Int J Environ Res Public Health, 19(9), 5415. https://doi.org/10.3390/ijerph19095415 [in English].
  39. WHO (2020). Health 2020: a European policy frame-work supporting action across government and society for health and well-being. WHO Regional Office for Europe. [in English].
  40. WHO (2024). WHO’s response to health eme gencies in Ukraine: annual report 2024. 2025. WHO/ EURO:2025-12500-52274-80390. [in English].
  41. Yazıcıoğlu, İ., & Ray, P. Ç. (2022). Evaluation of Anxiety Levels in Children and Their Mothers and Appearance of Sleep Bruxism in Turkish Children and Associated Risk Factors: A Cross-Sectional Study. J Oral Facial Pain Headache, 36(2), 147–154. https://doi.org/10.11607/ofph.3011 [in English].

Yanina Vovk PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF THE PROFESSIONAL POSITION OF TEACHERS OF SOCIO-ECONOMIC PROFESSIONS IN THE CONTEXT OF THE TRANSFORMATION OF THE EDUCATIONAL ENVIRONMENT

(2025) Science and education, 4, 15-22. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-2

Yanina Vovk,
Senior Teacher, Department of Psychology,
Dragomanov Ukrainian State University,
9, Pirogov Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0009-0004-7461-1290

PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF THE PROFESSIONAL POSITION OF TEACHERS OF SOCIO-ECONOMIC PROFESSIONS IN THE CONTEXT OF THE TRANSFORMATION OF THE EDUCATIONAL ENVIRONMENT

SUMMARY:

The work is devoted to the topical issue of developing the professional position of teachers in the context of modern challenges and changes. The transformation of the educational environment has accelerated the process of changing education, integrating digital technologies, and organizing online learning. Three hundred teachers of higher education institutions, 70 men and 230 women, aged 24 to 65, were surveyed, and motivational, cognitive, and behavioral characteristics were determined. The study found that external motives dominate over internal ones among the motives for choosing a profession as a teacher of socio-economic specialties. At the same time, the following internal personal motives prevail: a position of support and promotion of development (transfer of knowledge, desire to teach others, help the younger generation learn about the world); a position of self-knowledge and self-development (prospects for personal development: professional, spiritual, cultural, etc.); the position of egocentricity (self-realization, realization of the need for communication). Among the external socially determined motives, the following prevail: life circumstances; the respect and prestige of the teaching profession in society and its prestige. Within the framework of studying the self-actualization of teachers of socio-economic professions in higher education institutions as a component of the cognitive component of the professional self-position, it was found that its indicators are at an average level of expression. Teachers are characterized by a holistic view of their own lives, partial independence in their actions, thoughts, desires, partial self-acceptance with their own positive and negative qualities, a desire for new knowledge, and a creative orientation. As a result of the correlation analysis, positive correlations were found between self-control in the communication of teachers of socio-economic professions in higher education institutions and empathy, communication skills, self-actualization, motivational attitudes, and communication skills.

KEYWORDS:

education, professional self-position, motivation, cognitive abilities, communication

FULL TEXT:

 

REFERENCES:
 
  1. Ventseva, N. O., & Karapetrova, O. V. (2022). Innovatsiina kompetentnist yak skladova profesiinoi diialnosti suchasnoho pedahoha [Innovative competence as a component of the professional activity of a modern teacher]. Visnyk universytetu imeni Alfreda Nobelia. Seriia “Pedahohika i psykholohiia”. Pedahohichni nauky – Bulletin of Alfred Nobel University. Series: Pedagogy and Psychology, 1, 109–115. https://doi.org/10.32342/2522-4115-2022-1-23-13 [in Ukrainian].
  2. Derstuganova, N. V. (2024). Rozvytok zahalnykh kompetentnostei yak vazhlyvyi faktor yevrointehratsiinykh protsesiv [Development of general competencies as an important factor in European integration processes]. Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni Volodymyra Hnatiuka. Seriia: pedahohika – Scien tific notes of the Volodymyr Hnatiuk Ternopil National Pedagogical University. Series: pedagogy, 2, 35–42. https://doi.org/10.32782/2415-3605.24.2.4 [in Ukrainian]
  3. Zubtsova, Yu. E., Roma, O. Yu. (2020). Orhanizatsiino-metodychni zasady pidhotovky maibutnikh vchyteliv do zaprovadzhennia diialnisnoho pidkhodu v pochatkovii shkoli [Organizational and methodological foundations for preparing future teachers to implement an activity-based approach in primary school]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh – Pedagogy of creative personality formation in higher and general education schools, 69(2), 155–158 [in Ukrainian].
  4. Samkova, O. M., Bovdyr, O. S., & Veldbrekht, O. O., (2021). Emotsiine vyhorannia yak chynnyk profesiinoi deformatsii [Emotional burnout as a factor of professional deformation]. Habitus – Habitus, 32, 156–159. https://doi.org/10.32843/2663-5208.2021.32.27 [in Ukrainian].
  5. Diachuk, O. (2024). Development of digital competence of teachers in vocational education institutions. Scientia et Societus, 3(1), 77–91. https://doi.org/10.69587/ss/1.2024.77 [in English].
  6. Domínguez-González, M. D. L. Á., Luque de la Rosa, A., Hervás-Gómez, C., & Román-Graván, P. (2025). Teacher digital competence: Keys for an educational future through a systematic review. Contemporary Educational Technology, 17(2), ep577. https://doi.org/10.30935/cedtech/16168 [in English].
  7. Gavade, A. Y., Sidotam, A., & Varanasi, R. A. (2023). Pandemic, Hybrid Teaching & Stress: Examining Indian Teachers' Sociotechnical Support Practices in Low income Schools. In ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies (COMPASS ’23), August, 16–19, Cape Town, South Africa. ACM, New York, NY, USA, 12. https://doi.org/10.1145/3588001.3609363 [in English].
  8. Geraci, A., Di Domenico, L., Inguglia, C., & D’Amico, A. (2023). Teachers’ Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown. Behavioral Sciences, 13(4), 296. https://doi.org/10.3390/bs13040296 [in English].
  9. Jiang, L., & Yu, N. (2024). Developing and validating a Teachers’ Digital Competence Model and Self-Assessment Instrument for secondary school teachers in China. Education and Information Technologies, 29(7), 8817–8842. https://doi.org/10.1007/s10639-023-12182-w [in English].
  10. Khrystiuk, S. B. (2023). The competency-based approach in higher education: Problematicity & Perspectives. Humanities Studios: Pedagogy, Psychology, Philosophy, 14(1), 111–118. http://dx.doi.org/10.31548/hspeda-gog14(1).2023.111-118 [in English].
  11. Kozhevnikova, A., & Kozhevnykov, P. (2024). Specifics of innovative educational environment and its influence on the development of future teachers’ innovative competence. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 10(2), 72–80. https://doi.org/10.52534/msu-pp2.2024.72 [in English].
  12. Nagymzhanova, K., Beisenbayeva, A., Feizuldayeva, S., Zhiyentaeyva, B., & Abilova B. (2025). Formation of Research Competence of the Future Primary School Teacher. Journal of Teaching and Learning, 19(2), 154–166. https://doi.org/10.22329/jtl.v19i2.8658 [in English].
  13. Shcherban, T., & Khoma, P. (2024). Formation of digital competence of future primary school teachers by using artificial intelligence. Humanities Studios: Pedagogy, Psychology, Philosophy, 12(3), 36–55. https://doi.org/10.31548/hspedagog/3.2024.36 [in English].
  14. Shuliak, I., Ostapchuk, I., & Laborda, J. G. (2024). Online education in Ukraine in extreme conditions: Constraints and challenges. Computer Assisted Language Learning Electronic Journal (CALL EJ), 25(1), 208–227 [in English].
  15. Tavrovetska, N., & Veldbrekht, O. (2023). Psychological aspects of online learning implementation at Ukrainian universities. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 9(2), 38–47. https://doi.org/10.52534/msu-pp2.2023.38 [in English].
  16. Tymchuk, I., Pohorila, S., Kaplinskyi, V., Popov, O., & Derstuganova, N. (2024). Enhancing online learning quality through digital competencies of students. Salud, Ciencia y Tecnología – Serie de Conferencias, 3, 1128. https://doi.org/10.56294/sctconf2024.1128 [in English].
  17. Yulin, N., & Danso, D. D. (2025). Assessing pedagogical readiness for digital innovation: A mixed methods study. arXiv. https://doi.org/10.48550/arXiv.2502.15781 [in English]

Kristina But RITUAL AND COMMEMORATION AS COMPONENTS OF DECOLONIAL DISCOURSE IN PSYCHOLOGICAL WORK WITH LOSS

(2025) Science and education, 4, 7-14. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-1

Kristina But,
Head of the NGO «To be»,
PhD (Journalism),
Junior Researcher,
Zaporizhzhia National University,
Universitetska Srt., 66A, Zaporizhzhia, Ukraine;
a second-cycle (Master’s level) higher education student
in specialty 053 Psychology,
“KROK” University, 30–32, Tabirna Str., Kyiv, Ukraine, 
ORCID ID: https://orcid.org/ 0000-0001-6690-588X

RITUAL AND COMMEMORATION AS COMPONENTS OF DECOLONIAL DISCOURSE IN PSYCHOLOGICAL WORK WITH LOSS

SUMMARY:

The article substantiates the role of rituals and commemorative practices as additional tools in working with loss. In the context of the full-scale war, when the number of losses and the demand for assistance exceed the capacity of specialists and helping-profession practitioners, it is vital to find new, non-trivial methods of psychosocial support. Within this study, a ritual is defined as a repeated symbolic action endowed with meaning, and commemoration – as an active process of remembering, manifested through action and carried out within a community. The article also presents the results of an empirical study on the role of rituals and practices of remembrance in the process of experiencing loss. Based on an original author-designed questionnaire, a classification of rituals according to their function and sphere of application is proposed. The analysis of questionnaire results allowed us to confirm the hypothesis that rituals serve as an effective, easily integrated additional tool of psychological support in grief work. The effectiveness of these actions is closely linked to a woman’s internal attitude toward their value: the higher she rates the importance of symbolic actions, the more noticeable the positive changes (restoration of self-worth, improved sleep, increased vitality) after implementing self-care rituals. Content analysis confirms that rituals help women ground themselves, regain a sense of control, and transform the pain of loss into action and legacy. Furthermore, the article emphasizes the potential of these practices for the decolonization of the Ukrainian psychosocial support field and for enriching it with a distinctly Ukrainian cultural context, which is essential for both national and cultural healing from the consequences of colonial domination.

KEYWORDS:

rituals, commemoration, grief, psychological support in loss, decolonization

FULL TEXT:

 

REFERENCES:
 
  1. But, K., & Chernova, V. (2024). Shchodennyk turboty pro sebe. U vtrati ta horiuvanni [Self-care diary. In loss and grieving]. Zaporizhzhia: NGO “To be” [in Ukrainian].
  2. Rybuk, L. (2019). Teoretyko-prykladni zasady nadannia psykholohichnoi dopomohy druzhynam pravookhorontsiv, zahyblykh pry vykonanni sluzhbovykh oboviazkiv [Theoretical and applied principles of providing psychological assistance to the wives of law enforcers killed in the line of duty]. Candidate’s thesis. Kyiv: National Academy of Internal Affairs [in Ukrainian].
  3. Santander, H., Rökholt, E. G., & Selnes, A. (2017). Hrupy psykholohichnoi pidtrymky doroslykh, yaki vtratyly blyzkykh liudei vnaslidok riznykh obstavyn: metodychnyi posibnyk [Support groups for adults who lost loved ones under various circumstances]. (S. Kovalchuk, O. Studennikova, V. Kochubey, Trans). Akershus: Center for Psychological Support for Bereaved People. Retrieved from https://surl.li/undjou [in Ukrainian].
  4. Synhaivska, I., & Berestovska, A. (2024). Osoblyvosti nadannia psykholohichnoi dopomohy zhinkam, yaki perezhyvaiut vtratu blyzkoi liudyny pid chas viiny [Peculiarities of providing psychological assistance to women grieving the loss of a loved one during wartime]. Vcheni zapysky Universytetu «KROK» – Scientific Notes of “KROK” University, 1(73), 214–226. https://doi.org/10.31732/2663-2209-2024-73-214-226 [in Ukrainian].
  5. Troichuk, N. (2025). Psykholohichna reabilitatsiia ta pryiniattia nevyznachenykh vtrat: shliakhy podolannia bezpravnoho horiia [Psychological rehabilitation and acceptance of ambiguous loss: Ways to overcome disenfranchised grief]. Naukovi innovatsii ta peredovi tekhnolohii – Scientific Innovations and Advanced Technologies, 11(51), 1811–1823. https://doi.org/10.52058/2786-5274-2025-11(51)-1811-1823 [in Ukrainian].
  6. Be Ceremonial. (n.d.). Be Ceremonial – Daily rituals and ceremonies for self-care. beceremonial.com. Retrieved from https://www.beceremonial.com/ [in English].
  7. Spirituality and Grief. (n.d.). Community grieving. spiritualityandgrief.com Retrieved from https://spiritualityandgrief.com/community-grieving/ [in English]
  8. Hoy, W. G. (2022). Farther down the road: Using ritual in grief counseling. In Do funerals matter? The purposes and practices of death rituals in global perspective (pp. 169–180). United Kingdom: Routledge. [in English]
  9. Kyriakopoulos, A. T. (2008). Grief, salutogenesis, rituals and counselling: A multidimensional framework for working with the bereaved. European Journal of Psychotherapy & Counselling, 10(4), 341–353. [in English]
  10. Martin, P. M. (2023). Personal grief rituals: Creating unique expressions of loss and meaningful acts of mourning in clinical or private settings (1st ed.). Oxford: Routledge. [in English]
  11. Terri, D. (2023). Adding a new dimension to grief counseling: Creative personal ritual as a therapeutic tool for loss, trauma and transition. Omega: Journal of Death and Dying, 87(2), 363–376. https://doi.org/10.1177/ 00302228211019209 [in English]
         

       
   
   
         

 

©2026 Університет Ушинського. Всі права захищені, мабуть.