The article studies theoretically and methodologically the problem of psychological well-being of university lecturers and scientists at their acme-period. In addition to the theoretical analysis of the examined scientific concepts, we make am attempt to research empirically the features of deployment of lecturers’ and scientists’ subjective and psychological well-being in their acme period in comparison with the personnel not engaged in scientific work; university lecturers’ and scientists’ scenarios is researched as the psychological resources or barriers for psychological well-being in the acme period.
We used the Scale of Subjective Well-Being of M.V. Sokolova, C. Ryff Scales of Psychological Well-Being (in adaptation of T.D. Shevelenkova, T. P. Fesenko) and Student's t-test and found that university lecturers’ and scientists’ general psychological well-being at their acme-period is higher than that of others professions. University lecturers and scientists prefer to construct goals in life and social relationships, they are focused on personal growth and self-improvement in daily activities. We used S. Maximova’s questionnaire on early childhood decisions, which is the modification of V. Petrovsky’s method “Children’s Thoughts”, adapted into Ukrainian by H. Handzilevska and U. Nikitchuk, and correlation analysis and investigated different scenarios of university lecturers and scientists; these scenarios perform various functions at achieving of psychological well-being. So, the scientists’ resourceful scenarios for psychological well-being includes the prescriptions “Try”, “Be strong”; the barriers scenarios includes prescriptions “Don’t be small, don’t be spontaneous”, “Don’t invent”, “Don’t grow up”, “Don’t be successful”, “Don’t get closer”. At the same time, we found that the order “Hurry up” was a resource for life goal construction, personal growth, self-improvement, however, it was a barrier to self-acceptance. The same result was for the order “Be excellence”, which optimizes the social environment, however, is not favourable for self-acceptance. In addition, the comparison between the sample of the Ukrainian writers and scientists-emigrants and the sample of emigrants not involved in such activities showed that narrativization is a factor of differences appeared in certain types of social-cultural adaptation and in the basic acmeological resources for life scenarios.
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