Browsing by Author "Stelmakh, O."

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    DYNAMICS OF SUCCESSFUL FORMATION OF PROFESSIONAL IDENTITY OF FUTURE PSYCHOLOGISTS IN HIGHER EDUCATION INSTITUTIONS
    (2022) Zaverukha, O.; Popovych, I.; Karpenko, Y.; Kozmenko, O.; Stelmakh, O.; Borysenko, O.; Hulias, I.; Kovalchuk, Z.; Заверуха, О. Я.; Попович, І. С.; Карпенко, Є. В.; Козьменко, О. І.; Стельмах, О. В.; Борисенко, О. М.; Ковальчук, З. Я.
    The article is devoted to the theoretical substantiation and empirical research of dynamic features of successful professional identity’s formation of students-psychologists in institutions of higher education. The importance of this issue is substantiated and an empirical research is held. The psychological semantic features of the formation’s stages of professionalism, professional crises during the profession of psychologist at the university are studied. The influence of educational and professional activity on professional identity is outlined. The definition of professional identity as a psychological category is concretized, which is the awareness of a specialist of his belonging to a certain profession and a certain professional community. Valid psychodiagnostic tools were used and comparative and correlation analyses of data were performed. The structure of professional identity, which combines cognitive, emotional and behavioural components, is revealed. The results of empirical research confirmed that the dynamics of successful development of professional identity of future psychologists in the learning process is the gradual formation of its structural components. Crisis tendencies in the identity of third-year students have been established. They are caused by frustration in professional and life choices, inconsistency of expectations and ideas about the profession and the realities of its acquisition. The presence of identity crisis of the third-year students was established. It is proved that professional identity is determined by the conscious choice of respondents by profession. It is verified and substantiated that students, who are characterized by the formed mature professional identity, quite consciously choose the educational trajectory and carefully complete it with selective educational components. Статтю присвячено теоретичному обґрунтуванню та емпіричному дослідженню динамічних особливостей успішного становлення професійної ідентичності студентів-психологів в закладах вищої освіти. Обґрунтовано важливість даної проблематики та проведено емпіричне дослідження. Досліджено психологічні змістові особливості етапів становлення профідентичності, професійних криз під час здобуття фаху психолога в університеті. Окреслено вплив навчально-професійної діяльності на професійну ідентичність. Конкретизовано визначення професійної ідентичності як психологічної категорії, що є усвідомленням фахівцем своєї належності до певної професії та певної професійної спільноти. Застосовано валідний психодіагностичний інструментарій та проведено порівняльний та кореляційний аналізи даних. Розкрито структуру професійної ідентичності, яка поєднала когнітивну, емоційну та поведінкову складові. Встановлено наявність кризи ідентичності у студентів третього року навчання. Доведено, що професійна ідентичність визначається усвідомленим вибором респондентами професії. Перевірено і обґрунтовано, що студенти, які характеризуються сформованою зрілою професійною ідентичністю, досить усвідомлено обирають освітню траєкторію і зважено комплектують її вибірковими освітніми компонентами.
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    TYPES OF PRECOMPETITION ANXIETY AMONG JUNIOR ATHLETES
    (2024) Popovych, I. S.; Sirko, R.; Dushka, A.; Slobodianyk, V.; Stelmakh, O.; Pylypenko, L.; Zahrai, L.; Попович, І. С.
    The aim of the research is to categorize the types of precompetition anxiety experienced by junior athletes immediately before official sports events. Methods: Valid and reliable psychodiagnostic tools, well-established in sports research, were utilized to accurately measure anxiety phenomena in junior athletes. Results: Descriptive frequency characteristics were analyzed to construct a comprehensive profile of pre-competition anxiety among the participants. K-means clustering identified four distinct types: "Destructive Anxiety Disorder" (DAD) (n = 42; 13.13%); "Personal Precompetition Anxiety" (PPA) (n = 120; 37.50%); "Situational Precompetition Anxiety" (SPA) (n = 102; 31.87%); and "Social Unprotected Anxiety" (SUA) (n = 56; 17.50%). Notably, DAD is the most concerning type, potentially impacting both performance and the athlete's overall health. Additionally, SUA was identified as posing significant risks. It was explained that this type can become a plateau of stagnation and be transformed into a psychological problem later. It was highlighted that anxiety performs an important function in an athlete’s sporting activities and it is important how efficiently a junior athlete can utilize their resources. We performed comparison of the types of pre-competition anxiety of junior athletes representing team sports (Group 1) and individual sports (Group 2) by Fisher’s criterion (φ). Two statistically significant advantages were established: Group 1 (n = 79; 49.37%) has an advantage by “SPA” (φ = 1.89; р ≤ .05); Group 2 (n = 42; 26.25%) has an advantage by “SUA” (φ = 2.12; р ≤ .05). Discussion and conclusions. It was substantiated that the types of junior athletes’ pre-competition anxiety are considered to be psycho-physiological states related to awaiting a sports competition, which are accompanied by psycho-emotional stress, require the development of athletes’ self-regulation, stress-resistance and resilience, and depend on their individual- psychological characteristics, experience and mastery. We recommend that coaching staffs should diagnose the types of pre-competition anxiety that will allow making timely corrections to an athlete’s performance that can have a considerable impact on the result of a sports competition and also protect athletes against traumas.