(2017) Science and education, 11, 146-150. Odessa.

Inna Kariaka,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Pedagogics and Psychology of Professional Education,
National Aviation University,
1, Cosmonaut Komarov Avenue, Kyiv, Ukraine

VALUE-SENSE ORIENTATIONS AS A FACTOR OF
STUDENTS-PSYCHOLOGISTS’ BEHAVIOR FORMATION

The paper deals with the study of the peculiarities of students-psychologists’ sense sphere, as this phenomenon of human consciousness penetrates all spheres of life and leads to manifestations of life disorientations in youth. There has been conducted an empirical research basing on the following research methods: Diagnostics of the Real Structure of Value Orientations of Personality by S. Bubnov, Life-Sense Orientations Test (LSO) by A. Leontiev, Values Test by Sh. Schwartz (Valuable Questionnaire (VQ)), Proneness to Deviant Behavior Inventory by A. Orel; as well as methods of mathematical statistics (Kolmogorov-Smirnov criterion, Pearson correlation coefficient, Spearman correlation coefficient). The sample consisted of 44 students of the 1st and 2nd years of studying, majoring in Practical Psychology, National Aviation University, Kyiv. The obtained results have revealed that the higher the level of proneness to overcome norms and rules is, the higher levels of high social status, social activity, communication, life process, goals of life, material well-being, recognition and respect, power, autonomy and achievement, and lower levels of conformity, universality and security are. Besides, the higher the level of addictive human behavior is, the higher the level of the desire for mercy, universalism, the need for security is, and the lesser levels of social activity, communication, power, locus of self-control, achievement, and kindness are. Thus, there is a statistically significant correlation relationship between predisposition to aggressive behavior and value-sense orientations, and self-attitude.

 sense, value orientations, life sense orientations, personal self-concept, reflection, semantic sphere.

1. Kaliteyevskaya, Ye. R. (2007). The sense, adaptation and self-determination of adolescents [Smysl, adaptatsiya i samodeterminatsiya u podrostkov]. Voprosy psihologii – Issues of Psychology, 2, 68-80 [in Ukrainian].
2. Karpinsky, K.V. (2010). Vzaimosvyaz samootnosheniya i smyislozhiznennogo krizisa v razvitii lichnosti [Interconnection of self-concept and life-sense crisis in the development of personality]. Mir psihologii – World of psychology, 4, 152-167 [in Ukrainian].
3. Leontiev, D.A. (2003). Psihologiya smyisla: priroda, stroenie i dinamika smyislovoy realnosti [Psychology of sense: biology, structure and dynamics of the semantic reality]. 2nd ed. rev. Moscow: Smysl [in Russian].
4. Leontiev, D.A. (2000). Test smyislozhiznennyih orientatsiy (SZhO) [Life-sense orientations test (LSO)]. 2 nd ed. rev. Moscow: Smysl [in Russian].
5. Reva, M.M. (2015). Osoblyvosti zhyttievoi perspektyvy v pidlitkovomu ta yunatskomu vitsi [Features of life perspective in adolescence]. Psyholohiia i osobystist – Psychology and personality, 2, 126-139. Kyiv-Poltava [in Ukrainian].
6. Fetiskin, N.P., Kozlov, V.V., Manuilov, G.M. (2002). Sotsialno-psihologicheskaya diagnostika razvitiya lichnosti i malyih grupp [Socio-psychological diagnostics of development of personality and small groups]. Moscow [in Russian].
7. Nasledov, A.D. (2004). Matematicheskie metody psihologicheskogo issledovaniya. Analiz i interpretatsiya dannyh [Mathematical methods of psychological research. Analysis and interpretation of data. Tutorial]. St. Petersburg: Rech [in Russian].
8. Maksymenko, S. D. (2015). Genesis of personality existence. Montreal: Accent Graphics Communication [in English].

(2017) Science and education, 11, 151-159. Odessa.

Ellina Panasenko,
Doctor of Pedagogy, professor, head of the Department of Practical Psychology,
Donbas State Pedagogical University,
Uchytelskyi lane, Sloviansk, Ukraine,
Olena Bocharova,
Doctor of Pedagogy, professor,
Faculty of Psychology and Humanities,
Andrzej Frycz Modrzewski Krakow University
Gustawa Herlinga - Grudzińskiego 1, 30-705 Kraków, Poland

PEDAGOGICAL UNIVERSITY STUDENTS’ FEARS IN
THE PERIOD OF SOCIO-POLITICAL TRANSFORMATIONS

The paper aims to investigate types of fears experienced by female and male students of higher pedagogical educational establishments in the period of socio-political transformations, as well to examine gender specificity for the development of strategies for overcoming fears. An empirical study was carried out with the help of a psychodiagnostic method “Actual Fears Hierarchical Structure Inventory” by Y. Shcherbatykh and O. Ivlev, consisting of 24 types of fears, the intensity of which is estimated according to a 10-point scale; the sum of points received according to every fear is an integral indicator of fear), the methods of mathematical statistics (analysis of mean values, the method of percentage ratio, Spearman’s rank correlation coefficient). The research has shown that in terms of socio-political transformations both in female and male students, the indicators of expressiveness of all kinds of fears exceed normative values. Female respondents have higher rates of fears as compared to the male students. These are, first of all, general-existential, social, fears of aggression. Concerning male respondents, the following kinds of fear significantly exceed the normative indicators: general-existential, future-related, and bodily. It has been found that such kinds of fears as spatial (fear of depth, fear of height, etc.), zoophobia (fear of spiders and snakes, etc.) in boys and girls in the period of socio-political transformations tend to decrease. The analysis of quantitative data by means of Spearman’s rank correlation coefficient has revealed a statistically significant relationship between the fear of war and fear of future in the respondents, which confirms their common existential nature. The results of the study have shown the need for comprehensive and systemic psycho-corrective work on overcoming and preventing fears in students.

emotions, fear, kinds of fears, hierarchy of fears, phobia, anxiety, student, youth.

1. Petrovskiy, A. V. (1996). Vvedenie v psihologiyu [Introduction to Psychology]. Moscow: Akademiya [in Russian].
2. Zaharov, A. I. (2000). Dnevnyie i nochnyie strahi u detey [Day and night fears in children]. Saint Petersburg [in Russian].
3. Izard, K. E. (1980). Emotsii cheloveka [Human emotions]. Moscow: MGU [in Russian].
4. Karnegi, D. (1997). Kak zavoevat druzey i okazyivat vliyanie na lyudey : per. s angl. [How to win friends and influence people]. Ryibinsk: Dom pechati [in Russian].
5. Levi, V. L. (2005). Priruchenie straha [Domestication of fear]. Moscow: Metamorfoza [in Russian].
6. Olkhovetskyi, S. M. (2007). Psykholohichni chynnyky ta zasoby podolannia strakhiv u pidlitkovomu ta molodshomu yunatskomu vitsi [Psychological factors and means of overcoming fears in teenage and younger juvenile age]. Candidate’s thesis. Kyiv [in Ukrainian].
7. Pavlov, Y. P. (1953). Otvet fyzyoloha psykholoham [The physiologist's answer to psychologists]. Kyev: Hosmedyzdat USSR [in Russian].
8. Petrova, A. S. (2015). Osoblyvosti psykhokorektsii sotsialnykh strakhiv u studentiv [Specialized psycho-sociology of students in students]. Candidate’s thesis. Kyiv [in Ukrainian].
9. Petrovskiy, A. V., Yaroshevskiy, M. G. (1990). Psihologiya: slovar [Psychology: dictionary]. Moscow: Politizdat [in Russian].
10. Riman, F. (1998). Osnovnyie formyi straha: per. s ang. [Basic forms of fear]. Moscow: Aleteya [in Russian].
11. Gurevich, P. S. (1998). Strah: Antologiya [Anthology]. Moscow: Aleteya [in Russian].
12. Freyd, Z. (1998). Ostroumie i ego otnoshenie k bezsoznatelnomu; Strah; Totem i tabu : sbornik : per. s nem. [Wit and his relationship to the unconscious; Fear; Totem and taboo: collection]. Minsk: Popurri [in Russian].
13. Holl, M. (2004). Pobedi svoy strah: kak stat spokoynyim i uverennyim v sebe : per. s angl. [Win your own fear: how to become calm and self-confident]. Moscow: ACT: Astrahan [in Russian].
14. Scherbatyih, Yu. V. (2005). Psihologiya straha [Psychology of fear]. Moscow: Eksmo [in Russian].
15. Scherbatyih, Yu. V. (1988). Psihofiziologicheskie i klinicheskie aspektyi straha, trevogi i fobiy [Psychophysiological and clinical aspects of fear, anxiety and phobias]. Voronezh: Istoki [in Russian].
16. Becker, P. (1980). Ein interaktionistischen Ansatz zur Messung und Erklärung normaler und pathologisher Angst. Beltz Verlag, Weinheim und Basel.
17. Bowlby, J. (1969). Attachment. Attachment and loss. Vol. 1. Loss. New York: Basic Books.
18. Gray, J. A. (1971). The psychology of fear and stress. N.Y.
19. Heidegger, М. (1977). Sein und Zeit, in Heidegger’s Gesamtausgabe, volume 2. F.-W. von Herrmann, XIV.
20. Kierkegaard, S. (2008). Fear and Trembling. Radford, VA : Wilder Publications.
21. Oatley, K. (1992). Best Laid Schemes: the Psychology of Emotions. Cambridge: University Press.
22. Freud, S. (2017). Hemmung: Symptom und Angst. Frankfurt : Stangl.

(2017) Science and education, 11, 160-164. Odessa.

Iryna Pavelko,
PhD (Candidate of Psychological Sciences),
leading researcher of scientific laboratory,
Military Academy,
10, Fontanska Doroha Str., Odesa, Ukraine,
Bogusław Pacek,
Prof. dr hab, Gen.dyw.(r),
The Jan Kochanowski University in Kielce, Poland

STUDY OF PROFESSIONALLY IMPORTANT PERSONAL QUALITIES
OF CADETS MAJORING IN PHYSICAL CULTURE AND SPORTS

The paper aims to study psychological qualities of cadets majoring in “Physical Сulture and Sports”. The carried out correlation and factor analyses allowed to reveal the most significant indicators, in terms of their possible impact on the development of professionally relevant qualities of the cadets of the aforementioned specialty. According to the results of the correlation analysis, two groups of interdependencies were identified. The first one involved the following indicators: emotional stability, intelligence, courage, self-control, will, and professional skills. The second group of correlations was formed by such indicators as active life, health, perception of the beautiful, knowledge, tolerance to disadvantages, love, friendship, public recognition, and responsibility. According to the results of factor analysis the following 3 factors were identified out of the intercorrelation matrix of the studied indicators: intelligence, active life, high conscientiousness. On the basis of the study of personal qualities, a psychological profile of the students of the specialization “Physical Education and Sport in the Armed Forces” was developed according to the following substructures of the personality: psycho-physiological qualities, intellectual qualities, personality experience, personality consciousness, personality trait, personality orientation, communication peculiarities.

personal qualities, physical training, professional requirements, armed forces.

1. Snihur, L.A. (2010). Viiskova psykholohiia i pedahohika: pidruchnyk [Military Psychology and Pedagogy: Textbook]. Lutsk: PVD «Tverdynia» [in Ukrainian].
2. Ilin, E. P. (2009). Psikhologiya obshcheniya i mezhlichnostnykh otnosheniy [Psychology of communication and interpersonal relations]. Saint Petersburg: Piter [in Russian].
3. Lozhkyn, H.V. (2011). Psikhologiya sporta: skhemy, kommentarii, praktikum [Sports Psychology: Schemes, Comments, Workshops]. Kyiv: Osvita Ukrainy [in Russian].
4. Luhovyi, V.I. (2009). Kompetentnosti ta kompetentsii: poniattievo-terminolohichnyi dyskurs [Competence and competence: conceptual and terminological discourse]. Vyshcha osvita Ukrainy – Higher education of Ukraine, 3, 3-18. Kyiv [in Ukrainian].
5. Ovcharuk, I.S. (2014). Teoriia ta orhanizatsiia fizychnoi pidhotovky viisk : navchalno-metodychnyi posibnyk [Theory and organization of physical training of troops: a teaching manual]. Odesa: Viiskova akademiia [in Ukrainian].
6. Burlachuk, L.F., Morozov, S.M. (1989). Slovarspravochnik po psikhologicheskoy diagnostike [Dictionary-reference book on psychological diagnostics]. Kyiv: Naukova dumka [in Russian].
7. Ball, H.O., Perepelytsa, P.S., Rybalka, V.V. (2000). Pidhotovka do profesiinoho navchannia i pratsi (psykholoho-pedahohichni osnovy): navchalnometodychnyi posibnyk [Preparation for professional training and work (psychological and pedagogical bases): a teaching manual]. Kyiv: Naukova dumka [in Ukrainian].
8. Guyton, A.C. (2000). Textbook of medical physiology [in English]..

(2017) Science and education, 11, 165-171. Odessa.

Valerii Sokurenko,
Doctor of Law, associate professor,
rector of Kharkiv National University of Internal Affairs,
Mykhailo Burdin,
Doctor of Law, associate professor,
vice rector of Kharkiv National University of Internal Affairs,
Yurii Paida,
PhD (Candidate of Legal Sciences), associate professor,
Department of General Law Disciplines, Kharkiv National University of Internal Affairs,
27, Lva Landau avenue, Kharkiv, Ukraine,

PERSONAL FACTORS OF RISK BEHAVIOR OF MODERN YOUTH

The paper deals with the influence of personal factors on manifestations of risk behavior in young people. Risk behavior is usually associated with personality challenge and danger. Objective assessment of risk and its degree in the performance of appropriate tasks, the manifestation of predisposition to risk behavior is extremely important for the safety of the personality in a variety of life situations. This is especially true for young people, because their risk appetite arises through the search for adventures, interesting events, intense emotions and, accordingly, the internal readiness to take risks at different levels (physical, social, legal) for acquiring experience through the realization of risk actions. The article describes emotional, cognitive and volitional components in the structure of risk behavior. Based on the results of the conducted empirical research (comparative and correlation analysis), the following personal factors contributing to the formation of risk behavior of modern youth have been found: masculinity, sociability, reactive aggression, self-confidence and shyness. According to the results of the study, students have a low level of self-control, which can provoke the emergence of risk actions, because it involves the inability to resist circumstances, the lack of trends of searching for causes of actions and results in themselves. 

risk, risk appetite, risk behavior, predisposition to risk, readiness for risk, need for feelings, selfcontrol.

1. Algin, A. P. (1989). Risk i ego rol v obshchestvennoi zhizni [Risk and its role in public life]. Moscow, Buks-press [in Russian].
2. Bunas, A. A. (2013). Razlichnye aspekty obosnovaniia prirody riskovannogo povedeniia lichnosti [Various aspects of the justification the nature of risky behavior of personality]. Psikhologiia: problemy prakticheskogo primeneniia: materialy II Mezhdunar. nauch. konf.− Psychology: problems of practical application: materials II Intern. sci. Conf. 10-16. Chita: Izdatelstvo Molodoi uchenyi. Retrieved from: https://moluch.ru/conf/psy/archive/82/4049/ [in Russian].
3. Bocharova, E.E. (2011). Gotovnost k risku i subieektivnoe blagopoluchie lichnosti [Willingness to risk and subjective well-being personality] Psikhologiia sotsialnykh i ekologicheskikh riskov v sovremennom obshchestve: Materialy Mezhdunarodnoi nauch.-prakt. konf. − Psychology of social and environmental risks in modern society: Proceedings of the International Scientific-Practical Conference. 30-37. Saratov [in Russian].
4. Vdovychenko, O.V (2005). Chynnyky, shcho vplyvaiut na proiav ryzyku [Factors influencing the manifestation of risk] Pedahohika i psykholohiia. − Pedagogy and psychology. 3, 107-111[in Ukrainian].
5. Ilin, E. P. (2012) Psikhologiia riska [Psychology of risk]. Saintpetersburg: Mastera psikhologi [in Russian].
6. Kaliuzhnyi, A.A. (2011). Sotsialnye riski v srede studencheskoi molodezhi [Social risks among students]. Psikhologiia sotsialnykh i ekologicheskikh riskov v sovremennom obshchestve: Materialy Mezhdunarodnoi nauch.-prakt. konf. − Psychology of social and environmental risks in modern society: Proceedings of the International Scientific-Practical Conference. 19-26. Saratov [in Russian].
7. Kogan N. (2008). Oshibki vospriiatiia riska [Mistakes in risk perception]. Nauka i tekhnika. − Science and technology.12, 48-55 [in Russian]/
8. Petrovskii, V. A. (1999). Neadaptivnyi risk i opyt interpretatsii [Non-adaptive risk and experience of interpretation]. Upravlenie riskom. − Risk management.3, 34- 39 [in Russian].
9. Sannikova O.P. (2003). Fenomenologiia lichnosti [Phenomenology of risk]. Kiyv,Odessa: SMIL [in Russian].
10. Friman, A., Defulf, R. (2000).10 glupeishikh oshibok, kotorye sovershaiut liudi [10 the most stupid mistakes which people make]. SaintPeterburg: Piter [in Russian].
11. Chovushian, E. O., Sidorov, M. A. (1999). Upravlenie riskom i ustoichivo razvitie [Risk management and sustainable development]. Moscow: Izdatelstvo REA [in Russian]. Психологія – Psychology Science and Education, 2017, Issue 11 171
12. Frankl, V. (2015) Chelovek v poiskakh smysla [Man's Search for Meaning]. Moscow: Progress [in Russian].
13. Irwin, C.E (1993). Adolescence and risk taking: how are they related? Alolescent Risk Taking. Newbury Park: SAGE Publications [in English].