ІНДИВІДУАЛЬНІ КОЛЕКЦІЇ ВИКЛАДАЧІВ ТА СПІВРОБІТНИКІВ
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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 YOUNG FEMALE HANDBALL PLAYERS’ SELF-ACTUALIZING MENTAL STATES(2022) Popovych, I. S.; Halian, I.; Lialiuk, G.; Chopyk, R.; Karpenko, Ye.; Melnyk, Yu.; Попович, І. С.The purpose is to establish the interdependence of self-actualization characteristics and to develop the factor structure of self-actualization mental states in young female handball players. Methods. Valid psychodiagnostic methods that have been validated in a number of sports studies were employed; targeted surveillance using standard protocol forms; factor analysis of lowering the proportionality of self-actualization elements using the ANOVA method; and Spearman correlation (rs). Results. The study’s methodological basis was the view of personality as an open, dynamic, self-organizing, and self-developing system. The psychological patterns of youth sports achievements are described. The parameters for young female handball players’ self-actualization have been established. The self-actualizing mental states factor structure is built. F1 “Search for Self- Actualization” (25.943%), F2 “Self-Motivation” (21.948%), F3 “Temporal Incongruence” (14.737%), F4 “World Perception” (9.221%) and F5 “Attitude to Cognition” (4.453%) were identified as the five factors (76.312%). F1 and F2 were discovered to be the most consistently loaded with self-regulatory components. F1 and F2 have the strongest correlation (p≤.05; p≤.01). F3 “Temporal Incongruence” was identified as the most harmful dominating self-actualizing mental state. Total concentration on the future and the objective narrows the attention of young female handball players to the outcome while disregarding the quality of the process, which has a detrimental impact on overall performance. Conclusions. It is experimentally defined and proved that the study’s findings should be implemented in the training and rehabilitation of young female handball players. Selfactualizing mental states that have been established and defined are a hidden resource of good sports performances in female handball players. The coaching staff’s discovery of the prevalent self-actualizing mental states of female handball players provides a tactical advantage over the opponent. It should be emphasized that the combination of procedural component and outcome reveals the athlete’s psychological development and leads to the attainment of consistently excellent performance.Item RESEARCH OF INTERDEPENDENCE OF VARIABLES AND FACTOR STRUCTURE OF MASTERS’ READINESS FOR INNOVATIVE PEDAGOGICAL ACTIVITY(2020) Popovych, I. S.; Tsiuniak, O.; Pyslar, A. B.; Lialiuk, G.; Bondarenko, V.; Kovtun, O.; Los, O.; Цюняк, О. П.; Пислар, А. Б.; Лялюк, Г. М.; Бондаренко, В. А.; Ковтун, О. А.; Лось, О. М.; Попович, І. С.The purpose of the empirical study is to establish the interdependence of variables and build a factor structure of masters’ readiness for innovative pedagogical activity. The pedagogical conditions for forming the readiness of future masters to innovate in the process of training are characterized. Research methods: theoretical analysis and generalization, test methods with standardized questionnaires, factor analysis. The structure of masters’ readiness for innovative pedagogical activity is determined by factor analysis. The structure of masters’ readiness for innovative pedagogical activity combined four main factors (73.92%). It was found that the main one is F2 “cognitive readiness” (9.38%), which is positively correlated with F1 “motivational-activity readiness” (rs=.123; p≤.01), F3 “sense-vitality readiness” (rs=.204; p≤.01) and F4 “procedural readiness” (rs=.141; p≤.01). It is stated that scientific received facts give an objective understanding of the subject of the research. The received knowledge is expedient to be operationalized in the training of masters. Метою емпіричного дослідження є дослідження взаємозалежності змінних і побудова факторної структури готовності магістрів до інноваційної педагогічної діяльності. Магістерський рівень вищої освіти є важливим етапом навчально-професійної підготовки фахівців на якому здобувач формує компетенції, спрямовані на якісну організацію управління змінами в освітньому процесі. Обґрунтовано та охарактеризовано педагогічні умови формування готовності майбутніх магістрів початкової освіти до інноваційної діяльності в процесі професійної підготовки. Методи дослідження: теоретичне аналізування і узагальнення, тестові методики зі стандартизованими анкетами, факторний аналіз. Факторним аналізом визначено структуру готовності магістрів до інноваційної педагогічної діяльності. Встановлено найбільш значущі взаємозалежності змінних і досліджуваних взаємозв’язків на статистично достовірному рівні (p≤.01; p≤.05). Структура готовності магістрів до інноваційної педагогічної діяльності об’єднала чотири основні фактори (73.92%). Встановлено, що основним є F2 “когнітивна готовність” (9.38%), який позитивно взаємопов’язаний з F1 “мотиваційно-діяльнісна готовність” (rs=.123; p≤.01), F3 “сенсо-життєва готовність” (rs=.204; p≤.01) і F4 “процесуальна готовність” (rs=.141; p≤.01). Констатовано, що отримані наукові факти дають об’єктивне розуміння предмету дослідження. Здобуті знання доцільно операціоналізувати у навчально-професійну підготовку магістрів.