Факультет психології, історії та соціології
Permanent URI for this collectionhttps://ekhsuir.kspu.edu/handle/123456789/248
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Item JUNIOR ATHLETES' BEHAVIORAL SELF-REGULATION STYLES WITHIN THE DIMENSIONS OF PSYCHOLOGICAL SAFETY IN THE LEARNING AND TRAINING ENVIRONMENT.(2025) Popovych, I.; Hoi, N.; Hrys, A.; Yurkiv, Y.; Radul, S.; Pavliuk, M.; Hoian, I.; Попович, І. С.This study analyzes the prominence of dominant behavioral self-regulation styles among junior athletes within the context of psychological safety in their learning and training environment. Methods. The randomly selected sample was representative of the general population and consisted only of junior athletes attending Olympic Reserve sports schools for children and youth, totaling 89 participants. These junior athletes, aged 14– 19, were educated and trained full-time at sports institutions in Ukraine. Participants included athletes from team sports (handball and football) as well as individual sports (rhythmic gymnastics, freestyle wrestling, artistic gymnastics, and weightlifting). The research participants were prize-winners and winners of regional, national, and European championships and regularly competed in Ukrainian and international tournaments. The parameters of the main variables (self-regulation styles and psychological safety of the learning and training environments) and the additional variable (internality in sports activities) were determined using valid, representative, and reliable methodologies. Results. Fifteen direct correlations between the studied variables were established. It was empirically proved that the self-regulation style, “modeling”, and the parameter of psychological safety, “comfort”, are the most dependent and loaded parameters. It was substantiated that creating behavioral models in the constructive and safe learning and training space is an effective way for junior athletes’ professional growth. It was found that the three self-regulation styles (planning, modeling, and programing), in combination with pronounced independence and high levels of comfort and social-psychological safety, constitute a latent resource of the optimal learning and training environment. It was established that a high level of comfort in the learning and training environment contributes to developing the self-regulation styles – “programming” and “modeling”. Discussion and conclusions. It was substantiated that the research into junior athletes’ behavioral self-regulation styles in the dimensions of psychological safety of the learning and training environment means determining the levels of self-regulatory readiness for relevant activities under the influence of safety factors combined in the continuum “satisfaction–harmony–comfort”. It was explained that the dominant styles of junior athletes’ self-regulation reflect juniors’ managerial ability to regulate their psycho- emotional states, exerting influence on themselves through self-discipline, self-hypnosis, imaginary images, auto-training technologies, muscle tone management, and breathing techniques. The established psychological correlations and the identified significant differences in the levels of the studied parameters possess scientific novelty. They can be implemented in the learning and training process at sports educational institutions.Item DOMINANT MENTAL STATES IN JUNIORS’ COPING BEHAVIOR(2025) Kurova, A.; Popovych, I.; Shevchenko, N.; Lialiuk, G.; Chernyavska, T.; Kolly-Shamne, A.; Yaremchuk, V.; Shcherbak, T.; Попович, І. С.This study aims to identify the psychological correlations of defensive behavior and develop a factor structure of dominant mental states related to coping behavior in junior athletes. Methods: The sample included junior athletes aged 15–19 (M = 17.23; SD = ±3.43), participating in All-Ukrainian, European, and World championships (n = 119). Two validated psycho-diagnostic tools, previously tested on Ukrainian populations, were used to accurately capture the key research variables. Theoretical methods included retrospective analysis, generalization, comparative analysis, and interpretation. Empirical methods involved targeted observation and testing. Factorial ANOVA was applied to reduce the proportionality among research variables. Standard statistical procedures were also performed. Results: The methodological foundations were based on the concept of the athlete's personality as an open and dynamic system, taking into account psychophysiological and age- related growth patterns. The strongest direct correlation was found between “planning” and “emotional stability” (R = .841; p < .001), while the strongest inverse correlation was between “refusal” and “emotional stability” (R = –.838; p < .001). It was summarized that emotional stability is the most loaded and actualized characteristic in the research conditions. The factor structure of dominant mental states of junior athletes’ coping behavior was created. Eight factors were established (Σd = 86.293%): F1 “Self-blame coping behavior”, F2 “Sensitive coping behavior”, F3 “Dependent coping behavior”, F4 “Conscious coping behavior”, F5 “Tense coping behavior”, F6 “Confident coping behavior”, F7 “Safe coping behavior”, and F8 “Dreamy coping behavior”. It was summarized that diagnosing and interpreting dominant mental states of junior athletes’ coping behavior gave us a deeper insight into junior athletes’ psychology in crisis and extreme situations of life activities. Discussion and conclusions: It was empirically established and theoretically substantiated that dominant mental states of junior athletes’ coping behavior are active strategies of defensive behavior in critical situations of sporting activities. It was underscored that dominant mental states of coping behavior reflect the prevalent type of behavior in combination with the most pronounced personality traits that are actualized in the dimensions of defensive behavior. The research findings should be operationalized in the activities of sports subjects working in junior sports.Item RESEARCH OF THE DOMINANT PSYCHO-EMOTIONAL STATES OF UNIVERSITY LECTURERS DURING THE PROGRESSION OF THE COVID-19 PANDEMIC(2021) Popovych, I.; Semenov, O.; Skliaruk, A.; Sotnikova, K.; Попович, І. С.; Семенов, О. С.; Склярук, А. В; Сотнікова, К. К.; Семенова, Н. І.The aim of the article was empirical research of the dominant psycho-emotional states of university lecturers during the progression of the COVID-19 pandemic. The article is devoted to an empirical study of the factor structure and the prevailing correlations between the psycho-emotional states of the respondents. Valid empirical methods with standardized questionnaires were used: the dominant coping strategy research method, the test of differentiation of emotional states, and the anxiety research method. The study’s empirical picture constructed. Psycho-emotional states were qualitatively interpreted, states were distinguished, and semantic psychological parameters were defined. The factor structure of the dominant psycho-emotional states of university lecturers was determined. The psycho-emotional state of F1 “Isolated activity”, which had the most intercorrelations and had the most significant (p≤.01) correlation with F4 “Pragmatic avoidance” (.344), was found to have the greatest factor load. It was empirically established and theoretically substantiated that the structure, variables, and interdependence of the factors of dominant psycho-emotional states were important components in solving issues of lecturers’ professional activity. It was noted that the findings may be useful for university administrations and pedagogical psychology researchers. Метою статті було емпіричне дослідження домінуючих психоемоційних станів викладачів закладів вищої освіти під час прогресування пандемії COVID-19. Стаття присвячена емпіричному дослідженню факторної структури та превалюючих взаємозв’язків психоемоційних станів респонденів. Застосовано валідні емпіричні методи зі стандартизованими анкетами: методика дослідження домінуючих копінг-стратегій, тест диференціювання емоційних станів і методика дослідження тривожності. Побудовано емпіричну картину дослідження. Якісно інтерпретовано психоемоційні стани, виокремлено один стан від іншого, окреслено змістові психологічні параметри. Визначено факторну структуру домінуючих психоемоційних станів викладачів закладів вищої освіти. Встановлено, що найбільше факторне навантаження отримав психоемоційний стан F1 “ізольована активність”, який має найбільше взаємозв’язків, і має найбільш значуще (p≤.01) співвідношення з F4 “прагматичне уникнення” (.344). Емпірично встановлено і теоретично обґрунтовано, що структура, змінні і взаємозалежність факторів домінуючих психоемоційних станів є важливими складовими у вирішенні завдань професійної діяльності викладачів. Зазначено, що результати можуть бути корисні адміністраціям університетів, дослідникам педагогічної психології.