PSYCHOLOGICAL JOURNAL <p>'Psychological journal' is a peer-reviewed scientific review, published by<strong><span style="text-decoration: underline;"><a href=""> Association pour la Promotion des Sciences et des Innovations</a></span></strong> &nbsp;in conjunction with&nbsp;<strong><a href="">H. S. Kostyuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine</a></strong> from 2015 year, 12 times a year (from 2019).</p> <p>The scientific review is listed in Special edition of scientific professional publications of Ukraine (Resolution of the Ministry of Education of Ukraine № 409 of 17.03.2020, Annex 1), and it has The Certificate of state registration of the printed source of mass media in Ukraine (КВ &nbsp;№ &nbsp;24063-13903 &nbsp;ПР&nbsp;of 22.07.2019). Attributed ISSN is 2414-0023 for printed journal and 2414-004X for its electronic version.</p> <p>Editorial Board of the Collection consists of at least 42% of international members. The scientific review also publishes the authors with foreign affiliation.</p> <p>Program goals (basic principles) include the development and dissemination of scientific knowledge in the field of psychology. The collection of research papers is published for charitable purposes and intended for free distribution.</p> <p>The scientific review publishes materials, which cover problems of psychological science and practice, promote their wide distribution and overall development of psychological knowledge. The aim of publication is to provide a deeper integration and close cooperation between science and practice, promote the introduction of new scientific and applied research, publish papers of renowned and respected authors and also the papers of young researchers.</p> Інститут психології імені Г. С. Костюка Національної академії педагогічних наук України en-US PSYCHOLOGICAL JOURNAL 2414-0023 <p><strong>Copyright Notice</strong></p> <p>Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link -&nbsp;</p> QUALITATIVE AND QUANTITATIVE CHARACTERISTICS OF THE READINESS OF OLDER PRESCHOOL CHILDREN TO STUDY AT SCHOOL <p>Scientific considerations made it possible to conclude that the final stage of the diagnostic procedure is the assessment of measurements. Therefore, the article presents the generalized result of a set of diagnostic tasks in the form of assessments: levels and scores. They reflect a certain degree of development in older preschoolers of important components of personal development and activity: emotional-valuable, cognitive, regulatory, creative, and playful while end-to-end abilities and skills that underlie the key competencies of future school studying. Based on the practical application with 6-7-year-old preschoolers of the set of diagnostic tasks "Magic Transformations", the qualitative and quantitative indicators of five levels of the child's readiness for start to study at primary school were characterized.</p> <p>Qualitative and quantitative indicators of a child's readiness to study at primary school are described as. The child's readiness for schooling is fully developed (63 – 47 points). The readiness of the child to study at school is sufficiently developed (46 – 32 points). The child's readiness to study at school is in the formative stage (31 – 16 points). The readiness of the child to study at school is conditional (15 – 7 points). The child is not ready for school (6 – 0 points).</p> <p>In the future, it is planned to subject a scientific assessment of the educational, educational, and developmental influences on preschoolers from the side of adults in the matter of preparing preschoolers for studying at school, with further implementation of developments in the practice of working with children.</p> <p>&nbsp;</p> Tamara Pirozhenko Ірина Карабаєва Liudmyla Soloviova Олена Хартман Copyright (c) 2023 Tamara Pirozhenko, Irina Karabaeva, Liudmyla Soloviova, Olena Khartman 2023-04-06 2023-04-06 9 1 41 49 10.31108/1.2023.9.1.4 THE HARDINESS AS A RESOURCE OF THE PSYCHOLOGICAL STABILITY <p>The article analyzes the results of the study of the hardiness and its relationships with the personal resources. Personal resources, as intrapersonal qualities of a person, contribute to smoothing out contradictions between the individual and the living environment, overcoming adverse external circumstances with the help of the transformation of the value-meaning sphere of the individual, which sets the vector of its direction, the basis for self-realization. A separate role is given to the resources of psychological stability, which are the result of certain dynamics of the life situation and factors affecting the further success and efficiency of life activities. Such a resource of psychological stability as hardiness provides adaptation to external circumstances, the ability to cope with stress and life’s troubles.</p> <p>We used The Wiesbaden Questionnaire of the Positive Psychotherapy and Family Psychotherapy Method (WIPPF) and the Maddi Test of Hardiness to determine the psychological factors of resilience. The empirical study was conducted during 2020-2022. 1,075 people of different education levels, professional employment, professions, family and social statuses, income levels and from different cities and villages of Ukraine took part in the study. We used the Pearson correlation coefficient to measure the statistical relationship between hardiness and personal abilities. The personal resources include primary and secondary abilities, which were determined using the Wiesbaden questionnaire. As a result of our research, we found that personal resources are a powerful resource for the development of a person’s level of hardiness. However, not all people are ready and able to cope with difficulties. The reason for this may be a lack of experience in overcoming life’s difficulties or a lack of personal resources. In our opinion, the main reason that enables a person to survive difficult life situations is a personal resource.</p> <p>It has been established that personal resources play a significant role in the formation and development of hardiness. The most pronounced relationships of hardiness were found with almost all primary relevant abilities. It was found that <em>love</em> has the greatest influence on predicting the hardiness indicator. It was determined that the factors that have a positive effect on hardiness are primary and secondary abilities: hope, trust and contacts. Further research will be aimed at studying the components of the internal resources of the individual to expand the limits of practical influence on development and increase the level of hardiness in wartime conditions.</p> <p>&nbsp;</p> Olena Chуkhantsova Copyright (c) 2023 Olena Chуkhantsova 2023-04-06 2023-04-06 9 1 32 40 10.31108/1.2023.9.1.3 EMOTIONAL AND PERSONAL CHARACTERISTICS AND THE POSSIBILITIES OF THEIR CONSIDERATION WITHIN THE PSYCHOLOGICAL TRAINING OF HIGHLY QUALIFIED ATHLETES-ROWERS <p>The article is dedicated to studying the manifestation of personal and emotional characteristics of kayaking and canoeing athletes of different qualifications. A comprehensive approach was used to assess the manifestation of personal and emotional characteristics as prerequisites for success in competitive activities. The aim of the study was to identify the leading personal and emotional characteristics that can determine the effectiveness of their activities in sports competitions. Based on the conducted research, certain differences in personal and emotional characteristics have been found between highly qualified kayaking and canoeing athletes and those in mass sports categories. The former surpass the latter in emotional stability, normativeness, courage, independence, and self-discipline. Highly qualified kayaking and canoeing athletes can be conventionally differentiated into three types depending on the characteristics of the dominance of certain manifestations of emotions: optimistic, anxious, and a type where sports anger dominates. Recommendations for psychological support for kayaking and canoeing athletes were proposed for each type, both in training activities and during direct preparation for sports competitions.</p> <p>&nbsp;</p> Oleksiy Chebykin Anatolii Massanov Copyright (c) 2023 Oleksiy Chebykin, Anatolii Massanov 2023-04-06 2023-04-06 9 1 23 31 10.31108/1.2022.9.1.2 FACTORS OF TRANSFORMATION OF THE SELF-CONCEPT OF PERSONALITY <p>The self-concept of an individual is constantly in interaction with the environment, which often has a negative impact on it. A positive self-concept is an important condition for the full functioning of an individual. A positive self-concept manifests itself through a person's positive attitude towards himself/herself, adequate self-esteem, a sense of his/her own integrity, and the desire to realize his/her potential. A person with a formed positive self-concept is characterized by stable psychological health and, in general, has a high level of psychological well-being. The self-concept of an individual faces various life challenges every day, functions in traumatic situations, is influenced by the social environment, and therefore can undergo transformations. Often, a person is not aware of these transformations, but notices that his/her life has changed for the worse - apathy, feelings of insecurity, emotional exhaustion, decreased self-esteem, etc. have appeared. These negative formations appear due to the transformation of the self-concept, therefore, the study of the factors and features of this process is necessary for the development of measures to overcome the consequences, restore harmony, and master effective strategies of behavior in specific situations.</p> <p>The self-concept of an individual is affected by two groups of factors - external and internal. They cause constructive and destructive transformations that lead to the formation of a positive or negative self-concept. Empirically, transformation factors were identified for two components of self-concept: emotional-evaluative and behavioral. The constructive transformation of the emotional-evaluative component of the self-concept of the individual takes place under the influence of emotional stability, dominance, courage, straightforwardness, trustworthiness, calmness and relaxation, the desire for creativity, flexibility in communication, tolerance for uncertainty, values and autonomy, constructive sexuality, constructive aggression, constructive external delimitation of the Self, constructive anxiety, satisfaction with work experience in the specialty. The constructive transformation of the behavioral component of the self-concept of the individual takes place under the influence of courage, expressiveness, trustworthiness, dominance and calmness, constructive narcissism, constructive aggression, constructive external demarcation of the self.</p> <p>Destructive transformation of the emotional-evaluative component of the self-concept of a person occurs under the influence of emotional stability, courage, practicality of directness, anxiety, radicalism, intolerance of uncertainty, disorientation in time, contact and autonomy, deficit aggression, destructive anxiety, constructive narcissism, deficit narcissism, constructive internal demarcation of self. The destructive transformation of the behavioral component of the self-concept of the individual occurs under the influence of radicalism, sociability, courage, emotional stability, contact, values, destructive narcissism, constructive external demarcation of the self, deficient external demarcation of the self.</p> <p>&nbsp;</p> Ivan Danyliuk Tamara Klimash Copyright (c) 2023 Ivan Danyliuk, Tamara Klimash 2023-04-06 2023-04-06 9 1 7 22 10.31108/1.2023.9.1.1 THE CONCEPT OF POST-TRAUMATIC GROWTH IN POSITIVE PSYCHOLOGY <p>The article is devoted to the theoretical analysis of the understanding of the phenomenon of post-traumatic growth in psychology and meta-analysis to combine the results of numerous modern studies. It is noted that, despite the fact that today post-traumatic growth is one of the most researched topics in science, which is of increasing interest, its integral psychological concept is still missing, as well as a general understanding of the concept of post-traumatic growth, its structure, symptoms, stages of development and reasons.</p> <p>It is noted that in psychology, numerous researchers of the phenomenon of post-traumatic growth are inclined to offer their own definitions of it, to single out various symptoms and causes, unwittingly or consciously focusing on the ideas about post-traumatic growth expressed by R. Tedeshi and L. Calhoun.</p> <p>In the article the most relevant scientific approaches to the phenomenon of post-traumatic growth are generalized. The article is also devoted to the disclosure of the meaning of personal growth in personality development, and the highlighting of the peculiarities of the manifestation of post-traumatic growth. The work highlights both the scientific and applied value of post-traumatic growth research. Further prospects for research into this issue are indicated.</p> <p>Having analyzed various approaches to the definition of the phenomenon of post-traumatic growth, we can see that the experience of positive changes occurs with a person as a result of combating trauma or encountering complex life crises, serious traumatic situations and events. In addition, this study emphasizes the importance of post-traumatic growth for a person who has experienced difficult life situations.</p> <p>In the article the relationship between growth and distress is examined, it is established that a certain level of distress is necessary for the process of post-traumatic growth to begin. The importance of disclosing information about a traumatic event has been established, as it leads to reflective thinking. The importance of professional help to support the process of post-traumatic growth is emphasized. It is explained how forms of productive and unproductive coping correlate with high levels of posttraumatic growth. Also it is described how post-traumatic growth manifests itself during different time periods. The main empirical instruments of post-traumatic growth research is outlined.</p> <p>&nbsp;</p> Oksana Rybak Copyright (c) 2022 Oksana Rybak 2022-04-30 2022-04-30 9 1 69 78 10.31108/1.2022.8.4.6