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> en-US <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> (Klimovskyi Stanislav) (Klimovskyi Stanislav) Mon, 31 May 2021 00:00:00 +0300 OJS 60 THE FEATURES OF PRE-SCHOOL AND PRIMARY SCHOOL CHILDREN’S VALUE FORMATION PROCESS AND THE DEVELOPMENT OF THEIR WORLDVIEWS <p>Value orientations are reflected in a child’s worldview. Scientists have a common opinion that a person’s worldview begins to be formed in childhood. The key purpose of the study was to analyze the data received from a survey of senior pre-school and primary-school age children with the help of an interview "Factors of a child’s choice of socially significant values", describe the features of a value formation process and measure the levels of pre-school and primary-school children’s worldviews. The structural and dynamic qualitative characteristics of “value orientations” system were represented by the unity of its components: 1) cognitive; 2) emotional; 3) behavioral. The sample consisted of children from various regions of Ukraine. The following levels were distinguished in our research based on the manifested qualitative characteristics of worldviews: a formed picture of the world (the high level); expressed worldviews (the above average one); existing worldviews (the average level); limited worldviews (the below average one); fragmentary worldviews (the low level). The data showed that the majority of Ukrainian preschool and primary-school children had the high and above-average levels of worldview formation. We analyzed emotional, cognitive, and behavioral manifestations of children’s worldviews and generalized characteristics typical for children groups formed based on the levels of worldview formation.</p> <p>&nbsp;</p> Tamara Pirozhenko, Olena Khartman, Iryna Soroka ##submission.copyrightStatement## Mon, 31 May 2021 00:00:00 +0300 PSYCHOSOMATIC FACTORS IN THE ASPECT OF THE CONFLICT-GENERATED BEHAVIOUR DEVELOPMENT <p>Our study was devoted to identifying and clarifying the relationship between psychosomatic and conflict-generating personality factors. The optimal ratio of the structural components of a personality and the maintained hierarchical subordination of levels ensures the preservation of basic intrapsychic connections, fortitude and stability of the psyche at a current stage of development (the structural aspect of health). At the same time, the interactions of these components and the coherence of the main mental processes determine the unique nature of an individual's holistic and unique personality (the dynamic or procedural aspect of health).</p> <p>By determining the characteristics for impacting conflict-generating factors in terms of forming a specialist’s personality and maintaining the optimal functioning, we found that somatic pathology had different intensity and the links the psyche-somatic problems are various: some correlations increased, others faded. Thus, a restructuring took place during the disease; changes appeared in the information and energy components of the state. We proved that conflict-generating factors are a prerequisite for an occurrence of somatic diseases. Changes occurred in the states were interpreted as an influence of conflict-generating factors.</p> <p>It was found that the most important factor influencing psychosomatic disorders was a social stress: problematic relationships in the professional sphere, including insufficient professional fulfilment (non-professional work, forced labour, unemployment, etc.), interpersonal conflicts with the leader or the team and related domestic problems. The second most important cause of these symptoms was emotional discomfort in the family and a family stress: unfavourable relationships with loved ones, difficult financial situation, lack of reliable support, and so on. So, the main guidelines in the life of psychosomatically healthy people are orderly life, not limited by the space of the existing environment and interpersonal relationships.</p> <p>&nbsp;</p> Serhii Dolynnyi ##submission.copyrightStatement## Mon, 31 May 2021 00:00:00 +0300 RESEARCH OF FEATURES OF EDUCATIONAL-AND-PROFESSIONAL MINDSET IN THE STRUCTURE OF PROFESSIONAL CONSCIOUSNESS OF STUDENTS <p>The article is devoted to the presentation of the results of an empirical research of educational-and-professional mindset in the structure of professional consciousness of students. The specificity and the structural organization of the educational-and-professional mindset of students have been shown.</p> <p>A review of scientific literature has allowed to define educational-and-professional mindset as a multilevel motivational-semantic entity that appears as an individual willingness to perceive activity and make it properly; it permeates all aspects of the formation of the professional activity from professional consciousness and self-awareness up to action or deed.</p> <p>We have grounded a place of educational-and-professional mindset in the structure of professional consciousness. As a component of professional consciousness, educational-and-professional mindset is shown in the personal sense. As a kind of semantic mindset, it is updated by the motives of professional activity and appears as a form of personal expression of readiness to professional activity in general.</p> <p>Structural organization of educational and professional mindset includes the following components: professional-cognitive (goal setting, challenges in the future work), emotional (assessment of training for professional activity), subjective (involvement of students in the educational and professional activities), cognitive-personal (students’ representation of professionally significant personal qualities).</p> <p>The sample of respondents consisted of higher education students of various profiles – humanitarian (specialty “Psychology”) and natural sciences (specialty “Biology” and “Chemistry”). The results of the empirical research have revealed that psychological characteristics of the content of educational and professional mindset is partially determined by the education profile, and in part are common. The differences in the severity of the components of educational and professional mindset concern cognitive-professional component (professional goal setting); emotional component (professional expectations); cognitive and personality component (self-assessment of own negative qualities); subjective component (lack of time, lack of interest in the learning process, a lack of understanding of educational material).</p> <p>&nbsp;</p> Nataliia Shevchenko ##submission.copyrightStatement## Mon, 31 May 2021 00:00:00 +0300 MENTAL HEALTH: ESSENCE, MAIN DETERMINANTS, STRATEGIES AND PROGRAMS <p><strong>The purpose of the study.</strong> Based on the study of foreign experience to analyze the essence of mental health, its main determinants, strategies and programs and to determine the features of the use of foreign approaches in Ukraine.</p> <p><strong>The results of the study.</strong> The article analyzes the essence of mental health based on the analysis of foreign and domestic sources (documents of state and non-governmental organizations, scientific research), defines its role in the life of the individual, society and society.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; It is noted that according to the documents of the World Health Organization (WHO), mental health is an integral part of health, is a state of well-being in which a person realizes his abilities, can cope with ordinary life stresses, can work productively and effectively to help his community.</p> <p>The role of the biopsychosocial model for determining the determinants of mental health is revealed. It is emphasized that according to the biopsychosocial model, a person is a holistic organism in which biological, psychological and social factors are constantly interrelated, so the idea of ​​human health, causes of diseases and its care depends on the characteristics and condition of each of these factors.</p> <p>Government and non-governmental mental health strategies, general and specialized programs for the protection and promotion of mental health are analyzed in detail.</p> <p>It is emphasized that Ukraine needs to actively participate in the study, development and implementation of international standards on mental health in Ukraine, improving the culture of the population on this issue, attracting specialists in various fields (physicians, psychologists, social workers) to diagnose mental health problems and various professional groups , implementation of appropriate psychological support programs.</p> <p>&nbsp;</p> Liudmyla Karamushka ##submission.copyrightStatement## Mon, 31 May 2021 00:00:00 +0300 REMOTE AS MODUS VIVENDI: THE LIFE OF STUDENTS IN THE LIGHT OF MONITORS IN THE CONDITION OF A COVID-19 PANDEMIC QUARANTINE <p>The epidemic situation in Ukraine in the autumn of 2020 with regard to the COVID-19 pandemic required the continuation of quarantine restrictions and the educational process in almost all higher education institutions in Ukraine went online.</p> <p>The aim of the study was to analyze the psychological aspects of students’ learning in the context of emergency distance learning during the quarantine of the COVID-19 pandemic, distance learning satisfaction, and success of adaptation.</p> <p>The data were collected in November 2020 during the second wave of emergency distance learning. The study involved 448 students of higher education institutions aged 18 to 23. The following questionnaires were used for the data collection: the questionnaire of attitude to distance learning (I. Galetska, V. Mushketa), supplemented by the questionnaire of behaviour in the context of distance learning (M. Klimanska, M. Perun), the questionnaire of people's lives in quarantine «Thermometer-COVID» (I. Haletska, M. Klimanska), The academic motivation scale (R.Vallerand, adaptation by O. Zakharko), Patient Health Questionnaire (modules PHQ-9 and GAD-7), The questionnaire on positive and negative affects (OPANA) (M.&nbsp;Klimanska, I. Haletska), short essays by students about their own experiences of the distance learning situation.</p> <p>33% of students like to study remotely as opposed to 14% of students who are very dissatisfied with distance learning. The vast majority of students, 65,2%, attend classes and 52,1% prepare for seminars no less than before the announcement of distance learning. Students, in general, like the quality of teaching (33,1%) and the organization of education (28,2%), they declare, that now they have more time (41%). At the same time, 34,7% rate the level of education as the worse. 52,1% of students consider too much homework to be a key problem, 41,7% of respondents feel a constant temptation to do other things, 43,5% of students declare the complexity of self-organization and adherence to the regime, at the same time, a significant proportion of students, 21,8% , note that they have no problems with it.</p> <p>As the main positives of distance learning, 79% of students indicate savings of travel time, and travel costs 75,1%. 49,3% of students say that due to distance learning there is much more time for communication with friends, 45,8% - more time for independent work. 37,2% of respondents indicated that for them personally the availability of greater opportunities for сheating (copying) during online testing is a significant positive, and 13,7% do not consider it as an important advantage of distance learning for themselves.</p> <p>Students noted physical discomfort (27%), a great amount of educational tasks (25,7%), the temptation of other things (18%), difficulties in adhering to the regime (11%) as the greatest weaknesses and problems of distance learning.</p> <p>Three types of adaptation to distance learning were identified with the help of cluster analysis: 1) “Adapted” students (33%), show a high level of satisfaction with distance learning and high efficiency of adaptation to new learning conditions; have successfully adapted to the conditions of distance learning and see the benefits of time saving, increasing freedom of movement in it, as well as opportunities for independent learning ; 2) “Disadapted” students (31%) feel dissatisfaction and disadaptation in the situation of distance learning, which are manifested in the lack of academic motivation and ignoring learning, as well as in a higher level of anxiety, depression and negative affect in general; 3) “Frustrated” students (36%), show above average level of satisfaction with distance learning, a high level of activity in preparation for seminars in combination with a high level of academic maladaptation; despite the high level of academic motivation, they have significant difficulties in self-organization, as a result they are feeling constant distress, which is affecting negatively mental and physical health.</p> <p>The results of the study show that distance learning has become a catalyst for the exploration of differences in learning motivation and adaptability of students. Therefore, it is necessary to determine the ergonomic conditions for distance learning, as well as to develop recommendations and trainings for the formation of self-regulation and adaptability for students.</p> Inna Haletska, Larysa Klymanska, Maryna Klimanska, Mariia Perun ##submission.copyrightStatement## Mon, 31 May 2021 00:00:00 +0300