4 research outputs found
Modern university youth: key factors of personal and professional development: a cross-cultural study
The relationship between emotional intelligence and the psychological system of activity: Is there any difference among university students majoring in humanities and engineering?
The relationship between value orientations and personal readiness for activity in youth from Russia, Kazakhstan and Latvia
Background. The development of high-quality human capital is an important objective that involves value orientations, cultural dimensions and psychological characteristics of activity. This article presents a cross-cultural comparison of value orientations and psychological parameters of activity among youth from Russia, Kazakhstan, and Latvia. Objective. The study addressed three questions: (1) Are there values and attitudes related to the readiness for activity among youth in the three countries? (2) Are there any dfferences between values and parameters of the psychological system of activity in the Russian, Kazakhstani and Latvian samples? (3) What values and attitudes predict the youthβs readiness for activity in each country? Design. University students from Russia, Kazakhstan and Latvia were invited to participate in the study. !e study sample was selected according to age, sex and period of living in the country. Value orientations, cultural dimensions and attitudes were measured by the Values Survey Module, World Values Survey questionnaire, !e Subjective Evaluation of Basic Values Realisability. Personality Research Form, Quality of Life Enjoyment and Satisfaction Questionnaire, Subjective Happiness Scale, Self-Organisation of Activity Questionnaire, Differential Test of Re#exivity, and Satisfaction with Life Scale questionnaires were applied to evaluate the psychological parameters of activity. To analyse the relationship between value orientations and psychological parameters of activity, we used analysis of variance, Pearsonβs correlation coe$cient and stepwise linear regression. Results. The cross-cultural variance was established for most values and cultural dimensions in the Russian, Kazakhstani, and Latvian samples, but Personal readiness for activity only di"ered on the tendency level between the Kazakhstani and Latvian samples. Di"erent values and attitudes accounted for near 57% of the Personal readiness for activity index in Russia and Latvia, but just less than 29% in Kazakhstan. Conclusion. The activity of university students from Russia depends on their need for achievement and level of happiness. In the Kazakhstani and Latvian samples, the most important factor was the quality of life enjoyment and satisfaction index
ΠΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΡΡΠ΅Π΄ΠΎΠ²ΠΎΠ΅ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅: ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΡ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΉ ΠΈ ΠΏΡΠΈΡ ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ
Introduction. There is a need to comprehensively investigate the issue of personality-environment interaction at the present stage. This study aims to comparatively analyze value orientations (cultural dimensions and basic values) and parameters of the psychological system of activity among university students residing in four Russian cities. Methods. The study sample comprised 735 university students studying in St. Petersburg, Kaliningrad, Tomsk, and Irkutsk. We used a battery of questionnaires grouped according to the following three research vectors: (a) value orientations at the cultural level (assessment tools by G. Hofstede and R. Inglehart), (b) value orientations at the individual level (SEBVR), and (c) parameters of the psychological system of activity β self-determination, needs for achievement and affiliation, personal readiness for activity (goal setting, planning, reflection, and life satisfaction), and innovative personality traits. Statistical analysis involved descriptive statistics, factor analysis, and analysis of variance (ANOVA). Results. Factor analysis revealed the main parameters for personality-environment interaction among university students. These include the urban environment potential, personal readiness for activity, and traditional values. In the subsamples, value orientations differed both at the cultural level (long-term orientation and traditional values) and at the individual level (subjective evaluation of basic metavalues realizability, which serves as a measure of the urban environment potential). Our analysis also revealed an environmental specificity of the parameters of the psychological system of activity (planning, need for relatedness with others, index of self-determination, and need for achievement). Discussion. In this study we implemented an integrated approach to the analysis of personality-environment interaction in the context of university youthβs personal and professional development. Our analysis revealed the main characteristics of Russian studentsβ value orientations, parameters of their psychological system of activity, and specific features of these characteristics related to the city of residence. The study results should be taken into account when organizing psychological and educational support for the process of university studentsβ personal and professional development.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡΡ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΡΡΠ΅Π΄ΠΎΠ²ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π½Π° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΡΠ°ΠΏΠ΅. Π¦Π΅Π»ΡΡ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΡ
ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΉ (ΠΊΡΠ»ΡΡΡΡΠ½ΡΠ΅ ΠΈΠ·ΠΌΠ΅ΡΠ΅Π½ΠΈΡ ΠΈ Π±Π°Π·ΠΈΡΠ½ΡΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠΈ) ΠΈ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΎΠ² ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ Π² ΡΠ΅ΡΡΡΠ΅Ρ
ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
Π³ΠΎΡΠΎΠ΄Π°Ρ
. ΠΠ΅ΡΠΎΠ΄Ρ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ 735 ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π²ΡΠ·ΠΎΠ², ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ Π² Π‘Π°Π½ΠΊΡ-ΠΠ΅ΡΠ΅ΡΠ±ΡΡΠ³Π΅, ΠΠ°Π»ΠΈΠ½ΠΈΠ½Π³ΡΠ°Π΄Π΅, Π’ΠΎΠΌΡΠΊΠ΅ ΠΈ ΠΡΠΊΡΡΡΠΊΠ΅. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»Π°ΡΡ Π±Π°ΡΠ°ΡΠ΅Ρ ΠΎΠΏΡΠΎΡΠ½ΠΈΠΊΠΎΠ²ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ, ΡΠ³ΡΡΠΏΠΏΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΠΏΠΎ ΡΡΠ΅ΠΌ Π²Π΅ΠΊΡΠΎΡΠ°ΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: 1) ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈ Π½Π° ΡΡΠΎΠ²Π½Π΅ ΠΊΡΠ»ΡΡΡΡΡ (ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ Π. Π₯ΠΎΡΡΡΠ΅Π΄Π΅ ΠΈ Π . ΠΠ½Π³Π»Ρ
Π°ΡΡΠ°); 2) ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈ Π½Π° ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠΌ ΡΡΠΎΠ²Π½Π΅ (ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° Π‘ΠΠ ΠΠ¦); 3) ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ: ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΡ, ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠΈ Π² Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠΈ ΠΈ Π°ΡΡΠΈΠ»ΠΈΠ°ΡΠΈΠΈ, Π»ΠΈΡΠ½ΠΎΡΡΠ½Π°Ρ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΡ ΠΊ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ (ΡΠ΅Π»Π΅ΠΏΠΎΠ»Π°Π³Π°Π½ΠΈΠ΅, ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΡ ΠΈ ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½Π½ΠΎΡΡΡ ΠΆΠΈΠ·Π½ΡΡ), ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠ²Π½ΡΠ΅ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° Π»ΠΈΡΠ½ΠΎΡΡΠΈ. Π‘ΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· Π²ΠΊΠ»ΡΡΠ°Π» ΠΎΠΏΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΡΠ΅ ΡΡΠ°ΡΠΈΡΡΠΈΠΊΠΈ, ΡΠ°ΠΊΡΠΎΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΈ Π΄ΠΈΡΠΏΠ΅ΡΡΠΈΠΎΠ½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ANOVA. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π€Π°ΠΊΡΠΎΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· Π²ΡΡΠ²ΠΈΠ» Π²Π΅Π΄ΡΡΠΈΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ, Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠΈΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΡΡΠ΅Π΄ΠΎΠ²ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ. Π Π½ΠΈΠΌ ΠΎΡΠ½ΠΎΡΡΡΡΡ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» Π³ΠΎΡΠΎΠ΄ΡΠΊΠΎΠΉ ΡΡΠ΅Π΄Ρ, Π»ΠΈΡΠ½ΠΎΡΡΠ½Π°Ρ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΡ ΠΊ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠΈ. Π¦Π΅Π½Π½ΠΎΡΡΠ½ΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈ Π² ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΠΌΡΡ
Π²ΡΠ±ΠΎΡΠΊΠ°Ρ
ΡΠ°Π·Π»ΠΈΡΠ°Π»ΠΈΡΡ ΠΊΠ°ΠΊ Π½Π° ΡΡΠΎΠ²Π½Π΅ ΠΊΡΠ»ΡΡΡΡΡ (Π΄ΠΎΠ»Π³ΠΎΡΡΠΎΡΠ½Π°Ρ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΡ, ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠΈ), ΡΠ°ΠΊ ΠΈ Π½Π° ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠΌ ΡΡΠΎΠ²Π½Π΅ (ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½Π°Ρ ΠΎΡΠ΅Π½ΠΊΠ° ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΠΌΠΎΡΡΠΈ Π±Π°Π·ΠΈΡΠ½ΡΡ
ΠΌΠ΅ΡΠ°ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ, Π²ΡΡΡΡΠΏΠ°ΡΡΠ°Ρ ΠΌΠ΅ΡΠΈΠ»ΠΎΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° Π³ΠΎΡΠΎΠ΄ΡΠΊΠΎΠΉ ΡΡΠ΅Π΄Ρ). Π’Π°ΠΊΠΆΠ΅ Π²ΡΡΠ²Π»Π΅Π½Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΎΠ² ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ (ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡ Π² ΡΠ²ΡΠ·Π°Π½Π½ΠΎΡΡΠΈ Ρ Π΄ΡΡΠ³ΠΈΠΌΠΈ Π»ΡΠ΄ΡΠΌΠΈ, ΠΈΠ½Π΄Π΅ΠΊΡ ΡΠ°ΠΌΠΎΠ΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°ΡΠΈΠΈ ΠΈ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡ Π² Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠΈ). ΠΠ±ΡΡΠΆΠ΄Π΅Π½ΠΈΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ². ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΡΠΌ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠΌ ΠΊ Π°Π½Π°Π»ΠΈΠ·Ρ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΡΡΠ΅Π΄ΠΎΠ²ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ. ΠΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ» Π²ΡΠ΄Π΅Π»ΠΈΡΡ Π²Π΅Π΄ΡΡΠΈΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ, Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠΈΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈ ΠΈ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ, ΠΈ ΡΡΠ΅Π΄ΠΎΠ²ΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΠΌΡΡ
ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ, ΡΡΠΎ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΡΡΠΈΡΡΠ²Π°ΡΡ ΠΏΡΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ