Факультет психології, історії та соціології
Permanent URI for this collectionhttps://ekhsuir.kspu.edu/handle/123456789/248
Browse
3 results
Search Results
Item CORRELATION BETWEEN ATHLETES’ AGGRESSIVENESS AND PARAMETERS OF SELF-EFFICACY IN HIGH-STRESS COMPETITIVE SITUATIONS(2024) Popovych, I. S.; Koval, I.; Hoi, N.; Omelianiuk, S.; Lappo, V.; Hoian, I.; Huzar, V.; Попович, І. С.The aim of this study is to investigate the correlation between athletes' aggressiveness and various parameters of self-efficacy during tense competitive situations. The sample consisted of athletes spanning different levels of sporting experience, from juniors to professionals, excluding amateurs and veterans. Participants were involved in International, European, World, and Olympic sports competitions. Their age was between 15 and 32 years. Sample characteristics: n = 120; М = 23.45; SD = ±5.12; Мe = 23.50. Methods: Valid and reliable psychodiagnostic instruments were used to perform a comprehensive cross-sectional analysis. The parameters of self-efficacy examined included self-efficacy in subject activity, self-efficacy in interpersonal communication, motivation for achieving success, and motivation for avoiding failure. Results. Using Pearson’s correlation coefficient (rxy), ten statistically significant bivariate correlations of aggressiveness characteristics with the parameters of self-efficacy were established (p ≤ .050; p ≤ .010). It was explained that the obtained regularities constitute a poly-determined construct of the complex nature of aggressiveness in the context of sporting activities. It was highlighted that it does not allow stating that self-efficacy is determined by athletes’ aggressiveness. It was found that “direct physical aggressiveness” is the most dependent aggressiveness characteristic – four correlations. It was established that “level of impulsiveness” in sports competitions is the least controlled state and, consequently, the most dangerous one. It was found that groups with low levels of aggressiveness had a statistically significant advantage in all five pairs. Discussion and conclusions. The dual nature of aggressiveness in sports was revealed and constructive or destructive characteristics of the impact on sporting activities were explained. The knowledge of the specificity of athletes’ aggressiveness was deepened. It was generalized that an athlete’s aggressiveness is a highly complex psycho-emotional resource, that requires the formedness of a high level of self-regulation and the ability to manage one’s psycho-emotional state, achieving optimal sports readiness. We recommend that the obtained empirical results should be implemented in educational-training process, tactical and psychological training for athletes.Item CORRELATION BETWEEN PERSONALITY TRAITS OF YOUNG ATHLETES AND THEIR LEVEL OF SELF- EFFICACY(2023) Halian, I.; Popovych, I. S.; Hulias, I.; Serbin, Iy.; Vyshnevska, O.; Kovalchuk, Z.; Pyslar, A.; Попович, І. С.The purpose is to examine a correlation of personality traits of young athletes with different levels of selfefficacy components (n=114). We assume that self-efficacy of young athletes depends on their personality traits. However, there are differences in the research participants with high and low levels of self-efficacy. Research methods: correlation and cluster analyses, valid psycho-diagnostic methods, coefficients for finding statistical differences. The research conducted in Ukraine under conditions of martial law allowed obtaining significant scientific results. Results. The study looks at self-efficacy as an important component of professional training for young athletes. It substantiates the structure of self-efficacy and reveals the essence of its components: “subject activity” (SAS) and “interpersonal communication” (ICS). The research identifies a statistically significant correlation (p<.05; p<.01) of self-efficacy with personality traits of young athletes. It confirms statistically significant differences in the young athletes of Group 1 and Group 2 by scale SAS (t = 29.445, p=.000); Group I and Group II by scale ICS (t = 5.453, p=.000). The study lists traits which are equally important for the formation of self-efficacy by two components, namely: a high level of the development of sociability (R = .279, p<0.01; R = .477, p<.01); even-temperedness (R = .262, p<.01; R = .195, p<.05) and openness (R = .215, p<.05; R = .195, p<.05) and a low level of neuroticism (R = -.393, p<.01; R = -.281, p<.01); depressiveness (R = -.287, p<.01; R = -.192, p<.05) and emotional lability (R = -.454, p<.01; R = -.284, p<.01). At the same time, masculinity is important for subject activity (SAS) (R = .319, p<.01), and extraversion is important for interpersonal communication (ICS) (r = .394, p<.01). Conclusions. The obtained results show one of the methods for operationalization of the problem-solving process in professional training for athletes. Understanding of the role of personality traits in increasing self-efficacy will help trainers develop the process of preparing young athletes for competitions successfully, taking into consideration the features of their selfawareness, form their mental toughness and constructive aggression in sports. The research on self-efficacy is promising in the context of improving professional skills of young athletes.Item INVESTIGACIÓN DE LAS ORIENTACIONES VALORATIVAS DE LOS PARTICIPANTES DEL BULLYING EN EL ESPACIO EDUCATIVO(2022) Popovych, I.; Zavatska, N.; Bozoyan, M.; Vorobel, M.; Blyskun, O.; Klenina, K.; Попович, І. С.; Завацька, Н. Є.; Бозоян, М. А.; Воробель, М. М.; Блискун, О. О.; Кленіна, К. В.El objetivo del presente artículo es argumentar teóricamente e investigar empíricamente las orientaciones valorativas de los participantes del bullying en el espacio educativo. Se argumentaron teóricamente las características psicológicas del fenómeno del bullying tras las orientaciones valorativas de sus participantes. Como método, se describieron las bases metodológicas de la investigación empírica utilizando herramientas válidas de psicodiagnóstico. Se confirmó que todos los participantes del bullying, excepto sus observadores pasivos, tienen una orientación valorativa de “pasar bien el tiempo, descansar”, lo que evidencia la interrelación entre la “situación estresante” del bullying y el “agotamiento físico, moral” (p≤ .05). Para las víctimas y testigos que los ayudaban, la orientación valorativa predominante es la “ayuda y misericordia hacia los demás”, y para el acosador, “alto estatuto social” y “gobernar a la gente” (p≤.05). En conclusión, los resultados empíricos obtenidos y la argumentación teórica contribuyen a la operacionalización de la solución de tareas educativas en la escuela; la implementación de los resultados obtenidos en el trabajo preventivo, correccional de desarrollo reducirá la prevalencia y el nivel de efectos perjudiciales del bullying sobre los sujetos del espacio educativo influyendo en sus orientaciones valorativas. The aim of this paper is to present theoretical substantiation and empirical research on value orientations of bullying participants in educational space. The study theoretically substantiates psychological characteristics of the phenomenon of bullying in the dimension of value orientations of its participants. As methodology, this paper outlines methodological foundations of the empirical research using valid psycho-diagnostic instruments. It was determined that the value orientation “pleasant pastime, rest” prevails in all the bullying participants, except the passive witnesses, that proves the correlation of “stressful situation” of bullying with “physical and moral fatigue” (p ≤ .05). The dominating value orientation of the victims and witnesses who helped them is “help and mercy to other people”, and the orientations “high social status” and “people management” are characteristic of the bullers (p ≤ .05). In conclusion, the study generalizes that the obtained empirical results and theoretical substantiation will contribute to operationalization of solving educational problems at schools; implementation of the obtained results into prophylactic and correction-development work will reduce the spread and the level of a negative effect of bullying on the entities of educational space through the impact on their value orientations. Метою статті є теоретичне обґрунтування та емпіричне дослідження ціннісних орієнтацій учасників булінгу в освітньому просторі. Теоретично обґрунтовано психологічні особливості явища булінгу у вимірах ціннісних орієнтацій його учасників. Надано авторське визначення поняття “шкільний простір”. Матеріали і методи: Окреслено методологічні вихідні положення емпіричного дослідження. застосовано валідний психодіагностичний інструментарій. Результати. Встановлено, що у всіх учасників булінгу, крім пасивних спостерігачів, провідною є ціннісна орієнтація “гарне проведення часу, відпочинок”, що є свідченням взаємозв’язку “стресовості ситуації” булінгу з “фізичним і моральним виснаженням” (p≤.05). Для жертв та свідків, які їм допомагали, превалюючою ціннісною орієнтацією є “допомога та милосердя до інших”, для булера – “високий соціальний статус” та “управління людьми” (p≤.05). Висновки. Узагальнено, що отримані емпіричні результати та теоретичне обґрунтування сприятимуть операціоналізації вирішення навчально-виховних завдань у школі; впровадження отриманих результатів в профілактичну та корекційно-розвивальну роботу знижуватиме поширення та рівень згубного впливу булінгу на суб’єкти освітнього простору через спрямованість на їх ціннісні орієнтації.