Факультет психології, історії та соціології
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Item IMPACT OF EMOTIONALITY AND LOCUS OF CONTROL ON ATHLETES’ MOTIVATION FOR SUCCESS ACHIEVEMENT AND FAILURE AVOIDANCE IN INDIVIDUAL SPORTS(2024) Popovych, I.; Bokhonkova, Y.; Sokolova, H.; Forostian, О.; Rodchenkova, I.; Yurkiv, Y.; Korniienko, I.; Попович, I.This study aimed to identify statistically significant parameters regarding the influence of emotionality and locus of control on athletes' motivation for success achievement and failure avoidance in individual sports. The sample consisted of athletes participating in individual sports (n = 123) with a mean age of 23 (Me = 23; M = 23.19; SD = ±2.92), representing disciplines such as artistic gymnastics, track and field, weightlifting, freestyle wrestling, and boxing. Among the participants were medalists and winners of regional, national, international, and Olympic sports competitions. Methods. The methods verified in sports studies allowed measuring a number of parameters of emotionality and locus-control, and also two dependent variables – motivation for achieving success and avoiding failure. Statistically significant differences were identified by standard coefficients. Results. It was empirically established that both dependent variables have a considerable number of statistically significant correlations (p ≤ .050; p ≤ .010): motivation for achieving success has eight correlations, motivation for avoiding failure has seven correlations. It was found that three parameters – “athletes’ emotional stability”, “area of athletes’ achievements” and “athletes’ health and illnesses” correlate significantly with both motivations: motivation for achieving success (MAS) and motivation for avoiding failure (MAF). Diametrically opposite correlations of the parameters “athletes’ interpersonal relationships” with MAS (rxy = -.235; p=.041) and MAF (rxy = .215; p = .045) and “athletes’ sporting activities” with MAS (rxy = .623; p = .041) and MAF (rxy = -.238; p=.042) were established. Discussion and conclusions. It was generalized that emotional stability (ES) and emotional arousal (EA) are important parameters of athletes’ emotionality, whose constructive realization is within the scope of emotional intelligence (EQ) and has a statistically significant impact on motivation and achievement of victory. It was explained that support for emotional positive relationships in domination of motivation for achieving success can have a negative effect on athletes’ concentration. Such relationships can be a defense mechanism, emotional comfort and psychological relief in difficult situations of sporting activities in case of domination of motivation for avoiding failure. It was proved that emotionality and locus-control affect motivation for achieving success and avoiding failure of athletes in individual sports. The obtained results are characterized by scientific novelty and can arouse interest in everyone who is involved in training and competition processes of athletes in individual sports.Item GENDER DIFFERENTIATION OF SELF-REGULATING MENTAL STATES OF ATHLETES WITH DISABILITIES: COMPARATIVE ANALYSIS(2023) Prokhorenko, L.; Popovych, I. S.; Sokolova, H.; Chumaieva, Yu.; Kosenko, Yu.; Razumovska, T.; Zasenko, V.; Попович, І. С.The purpose is to develop a strategy for empirical research on self-regulating mental states of athletes with disabilities; to identify differences in the structure of self-regulating mental states in the male (Group 1) and female (Group 2) samples. Research methods: psychological content parameters of self-regulation were determined using reliable and valid psycho-diagnostic instruments tested in empirical research on sport psychology. Ranking by a module value of the research parameter (Rg) was applied; factor analysis with the method ANOVA with Varimax rotation was used; correlation between the parameters was determined by means of Spearmen’ coefficient (rs); significant differences were identified with Student’s t-test. Results. The study substantiates a strategy for empirical research on self-regulating mental states of athletes with disabilities. The ranking of the parameters under study by the level of significance of correlations with self-esteem was performed. Significant differences (р>.05) were found by two content parameters of self-regulation: process (t=- 1.2006) and result (t=1.1045). Two graphical factor structures of self-regulating mental states of athletes with disabilities by gender differentiation were created. It was established that the most loaded factors in the male sample (Group 1) are F1 “Value-meaningful” (DG1=22.67%) and F2 “Result-motivated” (DG2=16.23%). It was found that the most loaded factors in the female sample (Group 2) are F1 “Procedural-value” (DG1=23.88%) and F2 “Pragmatically-oriented” (DG2=14.34%). The study substantiates that dominants for athletes with disabilities in Group 1 are meaning-of-life in sporting activities and stable motivation for success. The research emphasizes that a procedural component of sporting activities dominates in female athletes. The smallest number of correlations was registered in Group 1: F4G1 – “Self-worth” and Group 2: F5G2 – “Reflexive”, they are the most independent and dangerous ones. Female athletes with the above dominating mental state are too much focused on their “Ego”, that reduces concentration on training and competition activities. Female athletes with the selfregulating state “Reflexive” spend too much time analyzing their shortcomings, they are too much focused on correction of their mistakes and on an excessively high level of self-criticism that does not contribute to achievement of maximum sport results. Conclusions. The obtained empirical results should be operationalized into tactical preparation for training staff and male and female athletes with disabilities. Differentiation of selfregulating mental states can be a considerable tactical advantage in sporting activities of people with disabilities.Item RESEARCH ON REFLECTIVE-EVALUATIVE COMPETENCE IN PUPILS WITH INTELLECTUAL DISABILITIES(2021) Prokhorenko, L.; Popovych, I. S.; Sokolova, H.; Yarmola, N.; Forostian, O.; Прохоренко, Л. І.; Попович, І. С.; Соколова, Г. Б.; Ярмола, Н. А.; Форостян, О. І.The aim is to conduct empirical research on the formation of reflective-evaluative competence in primary pupils with intellectual disabilities and to determine effective methods to develop it. Methods: tests with standardized questionnaires, methods for checking the logic of motivating dialogue, comparative analysis, quantitative and qualitative content-analysis. We established that disorders in the functioning of reflection in primary pupils are observed in changeable or unfamiliar situations: rejection to solve a problem, desire to simplify a task, justification of their inability, avoidance of difficulties. We registered that insufficient development of selfcontrol and self-esteem causes faults in programming and performing activity. We identified difficulties in verbalizing a plan of actions showing the respondents’ inability to compare and substantiate practical and mental operations. Disorders in reflective-evaluative competence are insufficient development of reflection, self-control, self-esteem and selfcorrection that does not allow primary pupils to organize their mental actions purposefully. Метою є емпіричне дослідження сформованості рефлексивно-оцінної компетентності молодших школярів з порушеннями інтелекту та визначення ефективних засобів її формування. Методи: тести зі стандартизованими анкетами, методи перевірки логіки спонукального діалогу, порівняльний аналіз, кількісне і якісне контент-аналізування. Встановлено, що порушення функціонування рефлексії молодших школярів простежується у змінних або незнайомих ситуаціях: відмова від розв’язання, прагнення спростити завдання, виправдання своєї неспроможності, уникнення труднощів. Зафіксовано, що недостатній розвиток самоконтролю, самооцінки породжує недоліки програмування та виконання діяльності. Констатовано труднощі під час вербалізації плану дій, що є неспроможністю респонденів порівнювати і обґрунтовувати практичні і розумові операції. Порушення рефлексивнооцінної компетентності є недостатнім розвитком рефлексії, самоконтролю, самооцінки та самокорекції, що не дає змоги молодшим школярам цілеспрямовано організовувати свої розумові дії.Item RESEARCH ON MENTAL STATES OF ANXIETY OF FIRST-YEAR CADETS OF THE UNIVERSITY OF LIFE SAFETY(2020) Popovych, I. S.; Tkach, T.; Sirko, R.; Rudenko, L.; Sokolova, H.; Slobodianyk, V.; Blynova, O. Ye.; Попович, І. С.; Ткач, Т.; Сірко, Р.; Руденко, Л.; Соколова, Г. О.; Слободяник, В.; Блинова, О. Є.The purpose is to examine psychological structure, variables and correlation of the factors of mental states of anxiety of cadets. Adaptation of first-year cadets of the University of Life Safety plays a key role in the formation and development of a future specialist – a rescue worker. The methodology is based on the understanding of anxiety in two dimensions: psychological and physiological. The research results allow the administration of a higher education institution to understand psychological content parameters of mental state of anxiety of first-year cadets and operationalize the process of their adaptation. “Expressive-emotional anxiety” (44.04%), related to “content anxiety” (rs=-.177; p≤.01) and “distant anxiety” (rs=.164; p ≤ .01) are main factors in the structure of cadets’ mental states of anxiety. Mental states of anxiety affect the level and quality of a cadet’s knowledge. The obtained results can be useful for managers of educational process, directors and teaching staff of higher education institutions of life safety and also for researchers in psychology of anxiety. El objetivo del trabajo es estudiar la estructura psicológica, las variables y la interdependencia de los factores de estados mentales de la ansiedad de cadetes. La adaptación de los cadetes del primer año que estudian en la universidad de seguridad de la actividad vital es de importancia primordial para la formación y el desarrollo del futuro especialista – socorrista. La metodología consiste en comprender la ansiedad en dos dimensiones: psicológica y fisiológica. Los resultados del estudio permiten a la administración de la institución de educación superior comprender los parámetros sustanciosos psicológicos del estado psíquico de la ansiedad de los cadetes del primer año de estudios y operacionalizar el proceso de su adaptación. La “ansiedad expresiva emocional” (44.04%), la “ansiedad sustanciosa significativa” (rs =- .177; p≤.01) y la “ansiedad distante” (rs=.164; p ≤ .01) son factores principales de la estructura de estados psíquicos de la ansiedad de cadetes que afectan el nivel y la calidad de sus conocimientos. Los resultados obtenidos son útiles para los organizadores del proceso educativo, la administración y el personal docente de las instituciones de educación superior de seguridad de la actividad vital así que para los investigadores de la psicología de la ansiedad. Мета роботи – вивчити психологічну структуру, змінні та взаємозалежність факторів психічних станів кадетської тривожності. Адаптація курсантів першого курсу, які навчаються в університеті безпеки життєдіяльності, має першочергове значення для підготовки та розвитку майбутнього спеціаліста-рятувальника. Методологія складається з розуміння тривожності у двох вимірах: психологічному та фізіологічному. Результати дослідження дозволяють адміністрації вищого навчального закладу зрозуміти істотні психологічні параметри психологічного стану тривожності курсантів першого курсу навчання та операціоналізувати процес їх адаптації. “Експресивна емоційна тривожність” (44,04%), “значна істотна тривожність” (rs = - 177; p≤.01) та “далека тривога” (rs = .164; p ≤ .01) – основні фактори структура психічних станів кадетської тривожності, які впливають на рівень та якість їхніх знань. Отримані результати корисні для організаторів навчального процесу, адміністрації та викладацького складу вищих навчальних закладів з безпеки життєдіяльності, а також для дослідників психології тривожності.