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> A PSYCHOLOGICAL DEVELOPMENTAL INTERACTION DURING EDUCATION AND ITS CONCEPTUAL BASES <p>The article substantiates theoretically and methodologically the conceptual foundations of psychological developing interactions between participants of the educational process at higher school. The authors, within the life-cultural paradigm characterizing the normative worldview and socio-psychological contexts of specific-research work organization, reveal the main issues of psychological-developing interactions at education with the following structurally logical sequence: “a modularly developing learning system as an innovative psychological-social technology for national education humanization - developing interactions as a parity educational activity - classes of socio-psychological impact (cognitive-subjective influence, normative-personal mutual influence, value-individual self-influence, spiritual-universal self-creation) - varieties of the developing interaction content (psychological-pedagogical, educational- subject, methodological, instrumental, managerial- technological) - styles of educational interactions (facilitation, moderation, inhibition) – psychological didactical tools for educational interactions - psychological-art techniques for interpersonal interactions”.</p> <p>The authors defend the thesis that the most promising technology for national education humanization is a developing learning system with modules, based conceptually on the problem-dialogic form of equal relationship between lecturers and their students. In these circumstances, the central link of the innovative educational process is not so much the training content but continuous developing <em>interactions</em> between lecturers and their students and the new educational ethics - <em>parity educational co-activities</em>. Thus, the professional work of all educational participants is provided by taking into account the psychological-pedagogical content of the various stages of a holistic modular development cycle; relevant interpersonal relationships are filled with life-cultural content; and learning stipulates creative searches, rule-making, mental modeling of life situations, moral choice strategies, reasoned defended of one’s own position, one’s own ideals and values. These developing interactions is oriented towards the parity <em>cultural-creative work</em> of lecturers and their students, when subjective, personal, individualistic and universal activities prevail alternately to establish equal partnership relations with open developmental <em>dialogues</em> as their essential characteristic. Such&nbsp; dialogues play an important role for the formation of educational <em>multi-motivation</em>, thus students’ desires and motivational aspects are regulated and their internal desire to acquire, rethink, enrich and disseminate the best ethnic-national experience, to self-improvement and positive self-concept development&nbsp; is awakened.</p> <p>&nbsp;</p> Anatoliy Furman Andriy Hyrniak ##submission.copyrightStatement## 2020-07-08 2020-07-08 6 6 9 18 10.31108/1.2020.6.6.1 THE PECULIARITIES OF CADETS’ PSYCHOLOGICAL HEALTH DURING THE COVID-19 PANDEMY <p>The article presents the theoretical analysis of literary sources on the viral epidemic impact on population’s psychological health. The prevailing negative psychological reactions to the pandemic are identified and described, including stress, anger, irritation, anxiety, depression, symptoms of post-traumatic stress disorder and emotional burnout among medical professionals. The need to maintain social distance, limit social contacts, reduced material resources, constantly worn personal protective equipment and other measures have detrimental consequences for people’s psychological well-being and health. A study performed by G.Rubin, S.Wessely found out that behavioral changes acquired by people during quarantine, such as frequent hand washing and avoiding crowds, were becoming new behavioral patterns.</p> <ol> <li class="show">K. Brooks, R. K. Webster determined that the duration and uncertainty of quarantine terms were one of the most stressful factors. They noted that uncertainty and quarantine time frame without clear limit were the hallmarks of modern quarantine. It should be noted that the existing studies concerned outbreaks of various epidemics in selected regions with quarantine duration not exceeding 14 days (Xiao etal. Etal., 2020). In addition, the respondents were mostly medical workers or infected people. Today's pandemic has forced the whole world to be quarantined for more than 4 months, so its psychological consequences have only started to be explored.</li> </ol> <p>The relevance of such studies and the increasing number of publications on COVID-19 pandemic issue are emphasized.</p> <p>The article author distinguishes between the concepts of mental and psychological health, considers the approaches to “psychological health”, its criteria and components. The specificity of the presented study lies in its dynamic nature and the determination of transformational changes in various areas of psychological health under the influence of the quarantine measures. The author determined the characteristics of the cadets' psychological health before the pandemic, and revealed that their health was adaptive in all health areas. A state of mental health determines used behavioral strategies at stress, can act as a resource in the pandemic, on the one hand, but a person’s primary response to any stressors is mental health disorders, on the other one.</p> <p>The data from the study indicate that forced isolation and quarantine restrictions contribute to the emergence of certain transformations of psychological health. They relate mainly to an individual’s interactions with others, corresponding social context, which subsequently acquires several negative characteristics (intolerance to the shortcomings of others, proneness to conflict, aggressiveness, social distance, etc.). During quarantine, a person is forced to adapt to new conditions and act in accordance with them, which requires certain psychological resources.</p> <p>Further research is planned to determine the characteristics of respondents’ subjective attitude to quarantine restrictions, as well as to conduct a more in-depth study of the psychological health and well-being of people after quarantine. In addition, it is advisable to expand the examined sample and cover different age categories.</p> <p>&nbsp;</p> Vladyslava Artyukhova ##submission.copyrightStatement## 2020-06-30 2020-06-30 6 6 19 28 10.31108/1.2020.6.6.2 FEATURES OF PANIC MANIFESTATIONS UNDER THE CONDITIONS OF QUARANTINE SELF-ISOLATION AND COVID-19 SPREADING <p>The article examines the peculiarities of people’s panic because of a prolonged extreme situation of uncertainty on the example of 2020 spring quarantine self-isolation during the COVID-19 pandemic. Excessive emotional reactions of the anxiety-phobic spectrum are a reflection, first of all, of a person’s internal state. And, most often, such reactions are associated with the compensation of other reasons causing the person’s overreactions to external triggers. In this case, panic arises because there is a combination of emotional factors and objective evidence that coronavirus (COVID-19) is a disease spread rapidly, so the infection can occur during short contact with the carrier. A large number of countries involved in the pandemic create the basis for panic reactions through the catastrophic idea that death is inevitable, because any person today is in the focus of infection.</p> <p>The study determined the intensity of positive and negative emotional states, characterized the peculiarities of experienced danger and helplessness during self-isolation, and analyzed the levels of trust in rumors and fake news regarding the likelihood of repeated quarantine in the future. The main manifestations of panic at the initial stage of its occurrence included deep changes in people’s emotional states, which contributed to excessive excitement of the psyche, the emergence of feelings of danger and helplessness, as well as uncritical perception by people of intensively circulated rumors. These manifestations preceded changes in people's behavior, which, obviously, was the embodiment of panic. The analyzed emotional reactions showed that 25% of the respondents had few positive emotions during quarantine self-isolation. During the quarantine period, from 75 to 99% of people believed that they were in a danger or retrospectively described it. The analysis also showed low levels of manifestations of such emotions as joy or relief. At the same time, the number of individuals who demonstrated highly negative emotions increased by the factor of 2–3. The number of respondents with the high degree of experiencing danger in a quarantine situation exceeds 65% of the sample, and the proportion of the respondents showing deep helplessness was more than 50%. The results also showed significant increase in the number of people who highly trusted in rumors and fake news and decreased number of people with low confidence in rumors about the threat of repeated self-isolation. The data obtained can become benchmarks for assessing the situation in settlements that are more prone to panic. In a prolonged extreme situation, in contrast to short-term panic, emotional stress increases gradually, which makes it possible to predict panic moods and apply timely measures preventing panic behavior among the population.</p> <p>&nbsp;</p> Zinaida Antonova ##submission.copyrightStatement## 2020-06-30 2020-06-30 6 6 29 39 10.31108/1.2020.6.6.3 UNIVERSITY LECTURERS’ SELF-EFFICACY AS A FACTOR OF THEIR PROFESSIONAL MOBILITY <p>The article highlights the problem of higher school lecturers’ professional self-efficacy as a factor of their professional mobility. The main approaches to the study of higher school lecturers’ professional self-efficacy, as their inner conviction that they have necessary potential and professional competence for successful solution of professional tasks and provision of quality education, are considered. The essence and main characteristics of specialists’ professional mobility, in general, and that of higher school lecturers, in particular, are outlined. The empirical study on higher school lecturers’ professional self-efficacy and the professional mobility is described, the study result indicate insufficient self-efficacy characteristic for many respondents. The gender-age and organizational-professional characteristics of higher school lecturers’ professional self-efficacy are characterized. The male lecturers had higher professional self-efficacy than female ones. The assumption about higher school lecturers’ professional self-efficacy as an important factor in their professional mobility has been proved. The more effective university lecturers were, the more mobile they were, with men being more professionally mobile than women; lecturers felt less protected with age; educational managers felt more psychologically protected than lecturers. The socio-psychological conditions promoting higher school lecturers’ professional self-efficacy during specially organized socio-psychological training at postgraduate education are highlighted.</p> <p>&nbsp;</p> Olena Bondarchuk Valentyna Balakhtar Kateryna Balakhtar ##submission.copyrightStatement## 2020-06-30 2020-06-30 6 6 40 48 10.31108/1.2020.6.6.4 FOREIGN MEDICAL STUDENTS’ ANXIETY IN THE CONTEXT OF THE COVID-19 PANDEMIC <p>Since the mid-twentieth century, total instability and many crises has formed a tendency to exacerbate intrapersonal conflicts, extreme emotional stress and anxiety. Studying at a medical university has always been quite difficult. Especially when we talk about foreign students. When the threat associated with COVID-19 was added to all these factors, it is not surprising that a significant increase in anxiety was noted in this part of the population.</p> <p>Contingent and research methods. Our study involved 63 foreign medical students of both genders. They were divided into two groups: the first was composed of 31 students with anxiety; the second covered 32 students without any anxiety signs. We used the clinical and psychopathological, clinical-anamnestic, psycho-diagnostic (hospital scale anxiety and depression HADSS) methods of research.</p> <p>Results. In the first group, students showed anxiety, impaired sleep, appetite and social functioning, and decreased academic success and productivity. They also noted tensions with their parents. Only 7 students (22.6%) noted that anxiety appeared only because of the threat associated with COVID-19. According to the HADSS score, the anxiety level was 14.1 ± 0.4 points, and the depression level was 5.7 ± 0.5 points.</p> <p>In the second group, students did not show clinically significant anxiety, sleep and appetite disturbances, or disturbances in social functioning. They adapted quite well to the need for distance learning; had friends, close people to whom they had the opportunity to turn for support; harmonious relationship with the parental family. According to the HADSS score, they did not produce clinically significant levels of anxiety (6.1 ± 0.8) or depression (5.8 ± 0.6).</p> <p>Conclusions. Thus, the study showed that anxiety was directly related not only to the COVID-19 threat. Economic reasons, problems associated with the microsocial environment were indicated among the possible reasons; sometimes, a specific cause for anxiety was not determined. Among the adaptation factors, one can note harmonious relations with the parental family, an existing close circle of friends, as resources that helped to quickly adapt to the changing learning conditions.</p> <p>&nbsp;</p> Vadym Sinaiko Lilia Korovina Tetyana Radchenko ##submission.copyrightStatement## 2020-06-30 2020-06-30 6 6 49 56 10.31108/1.2020.6.6.5