PSYCHOLOGICAL JOURNAL

SOCIO-PSYCHOLOGICAL BARRIERS TO YOUTH ENTREPRENEURIAL ACTIVITY IN A PERIOD OF SOCIETAL TRANSFORMATIONS

Tetiana Melnychuk — Sun, 05 Apr 2026 00:00:00 +0300

The article presents a comprehensive socio-psychological analysis of the barriers to youth entrepreneurial activity under conditions of profound societal transformations taking place in Ukraine due to martial law, economic instability, and post-war recovery processes. The study focuses on the contradiction between young people’s declared readiness to engage in entrepreneurial activity and their actual involvement in establishing and developing their own businesses. Entrepreneurial activity is conceptualized as a crucial mechanism of economic self-realization, social mobility, and the development of youth agency, as well as a strategic resource for national recovery in times of crisis. At the same time, the contemporary social context is characterized by high levels of uncertainty, security risks, and instability, which may intensify socio-psychological barriers and complicate the realization of entrepreneurial intentions.

The purpose of the study was to identify the specific socio-psychological barriers to youth entrepreneurial activity, determine their relationships with entrepreneurial self-efficacy and entrepreneurial intention, and analyze the role of socio-economic factors in shaping relevant attitudes and behavioral tendencies. Particular attention was paid to examining how these barriers mediate the influence of the social context on the formation of entrepreneurial readiness and to what extent they weaken the relationship between intention and actual behavior in conditions of societal turbulence.

The theoretical framework of the research is grounded in the Theory of Planned Behavior, which conceptualizes intention as the immediate predictor of behavior formed under the influence of attitudes, subjective norms, and perceived behavioral control. Additionally, the concept of self-efficacy is employed as a key psychological mechanism that determines an individual’s belief in their capacity to successfully achieve desired goals. Within the proposed model, socio-psychological barriers are understood as a system of socially determined factors (normative, network-based, institutional, and role-related) that influence entrepreneurial self-efficacy and intention through mechanisms of social support or disapproval, access to resources, and perceived control over circumstances.

The research design was cross-sectional and correlational, employing structural equation modeling techniques. The sample included young people of different ages and socio-economic backgrounds. The operationalization of variables involved measuring the intensity of socio-psychological barriers (fear of failure, deficit of social capital, institutional distrust, and negative social norms toward entrepreneurship), indicators of entrepreneurial self-efficacy, and the strength of entrepreneurial intention. Socio-demographic characteristics, including subjective assessment of material well-being, were also taken into account.

The findings revealed statistically significant relationships between socio-psychological barriers and entrepreneurial self-efficacy. In particular, higher levels of fear of failure, institutional distrust, and perceived deficit of social capital were associated with lower confidence in one’s ability to initiate and successfully implement entrepreneurial activity. Entrepreneurial self-efficacy, in turn, emerged as a significant predictor of entrepreneurial intention, confirming its role as a key psychological resource. Structural modeling demonstrated that self-efficacy partially mediates the impact of socio-psychological barriers on entrepreneurial intention, indicating an indirect mechanism of influence.

The analysis of differences based on material well-being showed that youth with higher levels of subjectively assessed income reported lower fear of failure and a lower deficit of social capital, as well as higher entrepreneurial self-efficacy compared to those with lower income levels. This finding supports the interpretation of socio-economic status as a resource factor that reduces perceived risk and mitigates psychological barriers to entrepreneurial engagement. At the same time, no significant differences between financial groups were found with regard to negative social norms, suggesting the relative universality of the normative context of entrepreneurship in contemporary Ukrainian society.

Special attention was devoted to examining the relationship between entrepreneurial intention and actual behavior in conditions of social uncertainty. The results indicate that during periods of societal transformation, the link between intention and real action may weaken under the influence of external constraints, instability, and security-related risks. This highlights the need to expand classical models of entrepreneurial behavior by incorporating macro-social contextual factors and the specific characteristics of crisis conditions.

The practical implications of the study involve identifying directions for minimizing the impact of socio-psychological barriers within a socio-psychological framework. These directions include: developing supportive social networks and mentoring programs; fostering positive normative perceptions of entrepreneurship through educational and informational initiatives; enhancing entrepreneurial self-efficacy through training programs aimed at developing self-regulation skills, decision-making competence, and tolerance for uncertainty; and creating a safe educational and entrepreneurial environment that reduces fear of failure and the stigmatization of unsuccessful attempts.

Overall, the findings confirm that youth entrepreneurial activity is a multidimensional socio-psychological phenomenon shaped not only by individual characteristics but also by features of the social environment and economic context. Socio-psychological barriers act as significant determinants of reduced entrepreneurial self-efficacy and weakened intention, particularly in conditions of societal instability. At the same time, strengthening psychological resources and social support mechanisms can facilitate the transformation of potential readiness for entrepreneurship into actual economic engagement.

Future research perspectives include the use of longitudinal designs to examine the dynamics of entrepreneurial intentions over time, as well as the expansion of samples to include diverse regions and social groups. Further investigation is also needed into the impact of educational programs and state initiatives supporting youth entrepreneurship on reducing socio-psychological barriers and strengthening entrepreneurial self-efficacy.

Keywords: entrepreneurial intention, institutional distrust, social capital, social norms, fear of failure, economic uncertainty, proactive behavior, emerging adulthood, psychological determinants.

Date of receipt of the article: November 16, 2025

Date of recommendation for publication: December 23, 2025

Date of publication: January 30, 2026

SELF-ACCEPTANCE AS AN INTERNAL RESOURCE OF RESILIENCE IN THE CONTEXT OF A LIFE CRISIS

Liudmyla Serdiuk, Halyna Chernenko — Sun, 05 Apr 2026 00:00:00 +0300

This study presents a theoretical and empirical investigation of self-acceptance as a core internal resource of psychological resilience in the context of life crisis. Self-acceptance is conceptualized as a relatively stable and integrative psychological construct that enables individuals to maintain inner coherence, preserve a positive yet realistic self-attitude, and integrate painful or destabilizing experiences without fragmentation of the self. The theoretical framework is grounded in eudaimonic approaches to psychological well-being, self-determination theory, psychosomatic perspectives, and principles of positive psychotherapy.

The empirical study involved 365 participants with diverse socio-demographic characteristics, including individuals experiencing significant life challenges and somatic conditions. A comprehensive set of psychodiagnostic tools was employed to assess psychological well-being, resilience, distress, personality traits, and psychosomatic symptoms. Correlation analysis revealed that self-acceptance is negatively associated with anxiety, depression, post-traumatic symptoms, and somatic complaints, while showing positive associations with resilience, environmental mastery, personal growth, purpose in life, hope, emotional stability, openness to experience, and positive interpersonal relationships.

Stepwise multiple regression analysis demonstrated that environmental mastery, hope, emotional stability, personal growth, openness to experience, and positive relations with others are the strongest predictors of self-acceptance, collectively explaining a substantial proportion of its variance. Notably, excessive social conformity was found to negatively contribute to self-acceptance, suggesting a distinction between authentic self-integration and externally oriented adaptation.

The findings support the interpretation of self-acceptance as a central psychological mechanism that facilitates adaptive functioning, meaning-making, and preservation of subjectivity under crisis conditions. The results highlight its relevance as a target construct for psychological interventions aimed at enhancing resilience and well-being.

Keywords: self-acceptance; life crisis; psychological well-being; resilience; internal resources; environmental mastery; hope; positive psychotherapy; psychosomatic distress.

Date of receipt of the article: November 13, 2025

Date of recommendation for publication: December 21, 2025

Date of publication: January 30, 2026

LIFE AND PROFESSIONAL SELF-DETERMINATION IN THE FORMATION OF READINESS FOR FUTURE PROFESSIONAL ACTIVITY

Nataliia Panchuk — Sun, 05 Apr 2026 00:00:00 +0300

The article is devoted to the problem of the influence of life and professional self-determination on the formation of the personality of a future specialist in early adolescence, readiness for professional activity in the process of studying at a higher education institution.

The author analyzes modern approaches to the process of professional formation of a future specialist in the current conditions of studying in higher education institutions.

The importance of realizing the responsibility for competent design of one's life and professional path in the process of professional development and the formation of such a subjectivity based on the reflection of one's own self-changing is considered.

It has been found that the partnership educational dialogue in the teacher-student system is only an external guide for the latter, directing his/her efforts to find the meaning of his/her life. At the same time, the activation of the reflection mechanism helps to transfer this process to the internal plane, which makes it personally significant. This, in turn, intensifies the construction of various programs of one's life path: personal development, professional formation or career growth, creative expression, development of certain abilities, achievement of harmonious development or spiritual perfection, etc.

It is emphasized that a future specialist should be aware of his/her responsibility for competently designing his/her own life and professional path; take care that the profession he/she has chosen becomes a “matter of life” for him/her, to which he/she will be devoted and about which he/she will care more than about protecting his/her “I”.

The life and professional value orientations of respondents are analyzed. It is emphasized that values are motivational competencies, certain guiding and accelerating motives of human behavior, activity, including professional activity.

It is proved that giving a professional orientation to the life aspirations and motives of the behavior of a higher education student is an important moment in the formation of the personality of a future specialist-philologist, the formation of stable life views, professional beliefs.

Date of receipt of the article: April 13, 2025

Date of recommendation for publication: December 21, 2025

Date of publication: January 30, 2026

ORGANIZATION OF A CORRECTIONAL ENVIRONMENT IN WORKING WITH CHILDREN WITH SENSORY SYSTEM DISORDERS AND AUTISM

Khrystyna Saiko, Uliana Shtybel — Sun, 05 Apr 2026 00:00:00 +0300

The article presents a theoretical, methodological, and empirical substantiation of the organization of a correctional environment in working with children with sensory system disorders and autism spectrum disorders. The relevance of the study is обусловлена the increasing number of children with special educational needs and the necessity to enhance the effectiveness of their psychological and pedagogical support within inclusive education settings. The aim of the study is to determine the structural and functional characteristics of the correctional and developmental environment and its impact on the psychophysical development of the child.

The theoretical framework is based on the cultural-historical theory of development, systemic and activity-based approaches, as well as the concept of sensory integration. It is substantiated that the correctional environment constitutes a comprehensive system integrating spatial-object, methodological, and socio-communicative components, ensuring the regulation of sensory load, the development of adaptive behavior, and the activation of cognitive activity.

An empirical study conducted using the PEP-R methodology on a sample of children aged 7–9 revealed a predominance of a medium level of development in verbal communication, imitation, and visual-motor coordination, alongside relatively high memory indicators. Statistically significant correlations were identified between motor activity, speech, and cognitive performance, confirming their interdependence within the structure of development.

Key principles of organizing a correctional environment were identified, including individualization, safety, accessibility, structuredness, and multisensory integration. The practical significance of the study lies in the possibility of applying the obtained results to optimize the educational environment and enhance the effectiveness of correctional and developmental interventions.

Date of receipt of the article: November 3, 2025

Date of recommendation for publication: December 21, 2025

Date of publication: January 30, 2026

PSYCHOLOGICAL FEATURES OF THE IDENTITY STRUCTURE OF STUDENT YOUTH UNDER THE EXISTENTIAL CHALLENGES OF WAR

Yurii Dudnyk — Sun, 05 Apr 2026 00:00:00 +0300

The article is devoted to a theoretical and empirical analysis of the psychological features of personality identity structure under conditions of social instability and increasing uncertainty. Despite a substantial body of research on identity, a research gap remains in contemporary psychology regarding a holistic understanding of its structural organization as a dynamic system integrating cognitive, emotional, and behavioral components in the context of rapid social transformations. In particular, the mechanisms of coordination among these components and their role in ensuring psychological adaptation remain insufficiently explored.

The aim of the study is to identify the structural characteristics of identity and determine their relationship with psychological resources of the individual. A комплекс of psychodiagnostic methods and statistical analysis techniques was employed to empirically investigate the internal organization of identity and its functional relationships. The sample was formed taking into account the conditions of a modern social environment characterized by a high level of uncertainty.

The scientific novelty of the study lies in conceptualizing identity structure as an integrative, hierarchically organized, and dynamic system, in which coherence between components serves as a key predictor of psychological well-being. It was empirically demonstrated that a high level of integration of cognitive, emotional, and behavioral aspects of identity is associated with increased adaptability and internal stability of the individual, whereas their inconsistency correlates with internal conflicts and reduced psychological resilience.

The findings expand theoretical perspectives on identity as a processual and context-dependent construct shaped by both internal (reflectivity, self-awareness, value-meaning sphere) and external (social environment, cultural factors) determinants. Theoretical implications include a deeper understanding of identity integration mechanisms, while practical implications relate to the development of psychological interventions aimed at harmonizing identity structure, enhancing adaptive capacity, and preventing personality disintegration under conditions of social crises.

Date of receipt of the article: December 4, 2025

Date of recommendation for publication: January 15, 2026

Date of publication: January 30, 2026