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) Fri, 11 Feb 2022 09:23:13 +0200 OJS 60 MYTHOSEMANTIC AND MYTHOPOETIC COMPONENTS OF STUDENTS-PSYCHOLOGISTS’ SENSE OF THEMSELVES <p>The study involved 85 students of Taras Shevchenko National University of Kyiv, majoring in "psychology" and "military psychology"; the average age is 21.9 years. A qualitative and quantitative analysis of sense of self which is represented in the drawings and non-reflexive mythopoetic self-descriptions. The method of content analysis was used to analyze the themes and figurative and symbolic content of texts. Mythosemantic and mythopoetic components of the students-psychologist's sense of themselves are correlated as less and more differentiated its components, which represent poorly perceived personal meanings, life landmarks and their specificity in the subjects. They primarily reflect aspects of personal and professional identification and choice of life path. It was found that mythopoetic self-descriptions of students-psychologists in terms of thematic and figurative-symbolic content, as well as the corresponding self-positioning, form five semantic blocks, unevenly represented in the studied groups.</p> <p>In terms of thematic coverage, the largest semantic block in both the group of students-civil psychologists (CP) and the group of students-military psychologists (MP) is "Person in development and search". At the same time in the group of MP difficulties of symbolization within this block are noted. The smallest block in the group MP is "Reflexive person", and in the group CP it is "Social person". In terms of its figurative and symbolic content, the "Reflexive person" block in the GP group is the second largest, but in the EP group it is the smallest. In terms of its figurative and symbolic content, the block "Social person" is less represented in the CP group, while in the MP group it is the second largest after the blocks "Person in development and search" and "Positive person". At the same time, the ratio of metalological and autological images in this block in the MP group is 1:5, that is, the images perform primarily a pictorial rather than symbolic function. For the block "Person in trials and problems" in the CP group, the prevalence of the proportion of themes over the proportion of produced images is noted. Discrepancies in thematic and figurative and symbolic content of semantic blocks may reflect a certain limitation of symbolization on topics that are problematic for an individual.</p> <p>The sense of themselves is increasingly specified in the СP by aspects of reflexivity and personal development, and in the MP by aspects of social normativity and positivity.</p> <p>&nbsp;</p> Liudmyla Krupelnytska, Tetiana Kudrina ##submission.copyrightStatement## Sat, 27 Nov 2021 11:31:13 +0200 PROBLEMS OF RESEARCH OF SOCIAL INTELLIGENCE AS A PSYCHOLOGICAL PHENOMENON <p>The article analyzes the features of the study of social intelligence as a phenomenon of psychological science. It is noted that researchers are increasingly interested in the constructs that regulate personality behavior in society; analysis of real human life in specific socio-economic and historical conditions, including the social intelligence of the individual. The interrelation of the problems characterizing modern researches of social intelligence is opened; The main problems of its study are highlighted and analyzed, including insufficient development of existing scientific approaches to the study of social intelligence, difficulties in creating tools for measuring social intelligence, the difficulty of extracting social intelligence from the context of everyday life, the need to consider belonging to specific social groups. . And also in the article the most substantiated concepts of social intelligence are considered, their advantages, disadvantages are shown, the reasons of occurrence at researchers of social intelligence of feeling of a deadlock are analyzed.<br> Particular attention is paid to the limited nature of basic information about social intelligence in the study of schoolchildren and students. It is noted that since the social intelligence of the individual develops in the process of socialization, it is qualitatively different at different stages of ontogenesis.</p> <p>Some perspective directions of research of social intelligence of the person are offered and proved. Social intelligence is defined as a global ability arising from a set of individual, personal, communicative and behavioral traits, including the level of energy security of self-regulation processes: these traits determine the prediction of interpersonal situations, interpretation of information and behavior, readiness for social interaction and decision making.</p> <p>It is noted that another problem in the scientific study of social intelligence is the limited tools for empirical research. One of the directions in obtaining an empirical description of social intelligence without theoretical justification, but with high motivation to go beyond the psychometric method, was the use in one study of several measurement procedures of different types: tests, questionnaires, self-assessments, self-reports and practical tasks. The main claim of the critics before this toolkit was the inadmissibility of the simultaneous use of fundamentally different methods of collecting empirical data. It should be noted that the studies of this group showed contradictory results. Such findings have led researchers to pose the problem of additional measurements aimed at studying the actual behavior of the individual in different situations.<br> It is emphasized that modern researchers are actively using the test of J. Guilford and M. Sullivan "Diagnosis of social intelligence." The severity of the indicators of the four subtests determines the overall level of development of social intelligence of the individual: low, medium, high.<br> Developed social intelligence allows you to communicate with other people, gives the opportunity to solve problems, where the condition for achieving the desired result is to take into account the human factor. Moreover, it allows a person to assess their own strengths and weaknesses, to correlate their actions with the requirements of moral and professional norms that have formed. And it is also a necessary condition for effective interpersonal interaction and successful social adaptation of the individual.</p> <p>&nbsp;</p> Natalia Slobodyanik ##submission.copyrightStatement## Sat, 27 Nov 2021 00:00:00 +0200 PECULIARITIES OF SOCIAL INTELLECTUAL OF STUDENTS IN HIGHER EDUCATION INSTITUTIONS IN THE QUARANTINE RESTRICTIONS’ PERIOD <p>The article presents a comparative analysis of the results of empirical study of social intelligence of students in higher education institutions in the to-quarantine period and during quarantine restrictions’ period. The psychological essence of the phenomenon “Social Intelligence” is revealed. Social intelligence of personality is defined as an integrated complex of capabilities to understand and solve various tasks that lead to the result of its interactions with other people. In an empirical study, the social intelligence test of Dzh.&nbsp;Huilford and M.&nbsp;Sullivan in the adaptation of E.&nbsp;Mikhailova (Aleshina) was used. The study involved 94 students in the to-quarantine period and 95 students in the quarantine restrictions’ period. Students study in higher education institutions. The results of the empirical study and comparative analysis of the general indicator and constructs of social intelligence of students in the to-quarantine period and during quarantine restrictions’ period are presented. In a to-quarantine period, in a higher number of students was established high, below average and above average levels of social intelligence, during quarantine restrictions’ period – low and average levels. Above average and high levels of ability to understand different situations from other people were detected in most students in the to-quarantine period, below average and average – during quarantine restrictions’ period. In the to-quarantine period there are a larger number of students with an above average level of ability to understand non-verbal behavioral expression of other people; in the quarantine restrictions’ period – low and average levels. The to-quarantine period recorded a large number of students with low, average and high levels of ability to understand verbal behavioral expression of other people, during quarantine restrictions’ period – with lower and higher levels. The to-quarantine period revealed a higher number of students with high, below average and above average levels of the ability to predict other people’s behavior; instead, during quarantine restrictions’ period – low and average levels. In general, the social intelligence of students development better in the to-quarantine period, compared with the quarantine restrictions’ period. The results obtained have shown the significance of the of-line communicative interactions for the development of social intelligence.</p> <p>&nbsp;</p> Olena Starynska, Liubov Spіvak ##submission.copyrightStatement## Sat, 30 Oct 2021 00:00:00 +0300 FACTOR STRUCTURE OF THE LIFE-MEANING ORIENTATIONS TEST IN THE STUDENTS SAMPLE <p>The internal consistency and structure of questions of the life-meaning orientations test - the most popular tool for measuring the consciousness of life and the existential orientation of a person - have been studied. Its diagnostic value is undeniable, but the procedure for distributing assessments by subscales raises a number of questions: some items are included in two or three scales at once, and the content of individual items does not correspond to the characteristics of the subscale in which they are included. The vagueness of the factorial structure is explained by the fact that the methodology is based on a one-dimensional approach, which initially did not imply the differentiation of individual components. A survey of 93 students aged 17-24 was carried out, while two versions of the keys to the method, published in 2000 and 2020, were used in parallel. The general indicator of students' life awareness has an average interval of 103.16 ± 18.73, is characterized by a normal distribution and high internal consistency. The factorial structure of variables is not similar to any of the models previously described in methodological sources. The measurement of the meaningfulness of life in the student sample is influenced by five factors that together determine 62.7% of the empirical distribution: 1) the existential fullness of the personality's existence; 2) a sense of controllability and orderliness of life; 3) the success of self-identification (awareness of oneself, one's goals and life purpose); 4) a positive and open perception of one's own life; 5) joyful expectations from the future. The obtained factors only partially reflect the structure of LSS as a mental education of a higher order. First of all, they reveal the peculiarities of understanding their own life in the student population. The study asks the question of the psychological factors that determine the existential characteristics of a person at different stages of life.</p> <p>&nbsp;</p> Elena Veldbrecht, Elena Bovdyr, Olesya Samkova ##submission.copyrightStatement## Sat, 30 Oct 2021 00:00:00 +0300 PSYCHOLOGICAL FEATURES OF STRESSES IN MANAGERIAL ACTIVITY PSYCHOLOGICAL: THE CONTEXT OF PROSOCIAL BEHAVIOR <p>The article shows that workplace stress is estimated as constantly high factor having harmful consequences for both employees and organizations, particularly low levels of job satisfaction, high emotional exhaustion, worse functioning of cardiovascular system and general decline of productivity. Managers, in accordance with their role requirements, are in the zone of special risk and often work in conditions of high stress for quite long periods of time. Leaning on transactional model of stress and implicit leadership theory, we assume that extent of how much managerial stress results in sharing credits / sharing knowledge depends on managers’ internal attributions, or prototypes, of his/her followers. These prototypes arise out of managers’ suppositions about personality traits and behavior of their subordinates, and generally are about how managers in their leadership roles react to their co-workers. Taking into account follower prototypes within context of managerial stress admits that coping reactions of managers highly likely depend on their mutual relations with meaningful others. Implicit leadership theory focuses on two types of follower prototypes: the first is goal-derived, describing what followers must be, and second leans on realistic estimation of followers by their leaders, or what followers actually are. The managers’ implicit prototypes of their followers influence how the latter demonstrate prosocial coping reactions to stress. Our research shows that different types of prosocial coping behavior are beneficial for both managers and their subordinates on individual and group levels. It aligns with transactional model which states that managers’ estimations of stress can work as triggers of prosocial coping behavior.&nbsp; More specifically, our work demonstrates, that managers can benefit from such prosocial behavior by better working efficiency and respectively lower coworkers’ turnover and intentions to change work, and employees also benefit from elevated productivity.</p> <p>&nbsp;</p> Olga Bogataia ##submission.copyrightStatement## Sat, 30 Oct 2021 00:00:00 +0300