СОЦІАЛЬНІ ОЧІКУВАННЯ ОСОБИСТОСТІ ЯК ПРОЦЕС ПСИХІЧНОЇ РЕГУЛЯЦІЇ ПОВЕДІНКИ

У статті здійснено теоретико-методологічне обґрунтування соціальних очікувань особистості як процесу психічної регуляції поведінки. Виокремлено такі структурні складники: «очікуване середовище», «очікуваний елемент», «очікувана ситуація», «очікувана потреба», які складають зміст досліджуваного феномену. Закцентовано увагу на процесі формування соціальних очікувань особистості, узявши до уваги особистість як джерело й носія соціальних очіку­вань. Теоретично обґрунтовано, що реалізація соціальних очікувань особис­тості, конструювання моделі очікуваного майбутнього − властивості соціальних очікувань особистості. Визначено, що роль соціальних очікувань особистості полягає не в постановці мети діяльності, а в конструюванні моделі очікуваного майбутнього, у тому, щоб уміти утримувати сконструйовану модель у полі своєї уваги, контролювати досягнення мети й безперервно рухатися до кінцевого результату. Побудовано функціональну схему взаємозв’язку соціальних очіку­вань особистості з іншими процесами психічної регуляції поведінки. Установ­лено, що соціальні очікування особистості, забезпечуючи т. зв. «довільну регу­ляцію» цілеспрямованої поведінки, виконують функцію контролю й перебу­вають у тісному зв’язку з мотиваційною активністю особистості. Визначено умови, за яких відбувається формування соціальних очікувань особистості й конструювання моделі очікуваного майбутнього. Зазначено, що модель очіку­ваного майбутнього здатна репрезентувати соціально-психологічну реальність. Наголошено, що через модель очікуваного майбутнього особистість не тільки конструює своє майбутнє, а й упливає на соціально-психологічну реальність. Ключові слова: соціальні очікування особистості, психічний процес, про­цес психічної регуляції, джерело очікувань, об’єкт очікувань, предмет очіку­вань, модель очікуваного майбутнього

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Communicative Competence in Training Future Language and Literature Teachers

The purpose of the paper is to present the empirical research on the components of communicative competence of future language and literature teachers during their studies at a higher education institution. The need for communication is considered as a basic one in the development of an individual as a social subject of behavior. The study substantiates that interaction with others, emotional and confidential communication is a factor of personality development, the means of improving communicative competence. The research methods: tests with standardized questionnaires and factor analysis. The study examines communicative competence as an element of professional training of future language and literature teachers. Factor analysis was used to determine the structure of communicative competence of future language and literature teachers. The following factor structure was established: (85.54%): F1 “ Communicative intolerance ” (4.069; 23.94%), F2 “ Communicative dominance ” (2.491; 14.65%), F3 “ Communicative anxiety ” (2.219; 13.05%), F4 “ Ethno-social compromise ” (2.119; 12.47%), F5 “ Communicative helplessness ” (1.822; 10.72%), F6 “ Need for communication ” (1.820; 10.71%). The research determines that in the structure of communicative competence of future language and literature teachers communicative tolerance reflects the need and content of communication and the willingness to communicate with others. The paper substantiates that a low level of communicative tolerance is an incentive for self-development in perceptive and interactive areas. It emphasizes that affiliation motivation is an important component of developing communicative tolerance at the stage of professional training at a higher education institution. The study shows that an individual’s need for affiliation during studies in a higher education institution is blocked by fear of rejection, causing different types of communicative intolerance

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Editor’s Preface

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Psycho-emotional states of future specialists in a socionomic area under lockdown and martial law: comparative analysis

The aim of the study is to perform comparative analysis of dominating psycho-emotional states of future specialists in a socionomic area under lockdown and martial law. A verification strategy is suggested for examining psycho-emotional states. The research used participant observation, valid and reliable psycho-diagnostic instruments, factor analysis, coefficients of empirical data reliability. It was established that in the comparison of the selected complex of psychological content parameters Group 1 (under lockdown) and Group 2 (under martial law) there are no significant differences. Two factor structures of the respondents’ psycho-emotional states were created: one of them – during the ongoing COVID-19 pandemic (59.91%) and the other – during the martial law (69.89%). It was found out that the obtained data on psycho-emotional states during the lockdown and the martial law are essentially different that did not allow determining or disproving significant differences by means of statistical coefficients. The study substantiated that the established empirical facts are characterized by scientific novelty which should be taken into consideration by organizers of educational and professional training for specialists in a socionomic area

Research on reflective-evaluative competence in pupils with intellectual disabilities

The aim is to conduct empirical research on the formation of reflective-evaluative competence in primary pupils with intellectual disabilities and to determine effective methods to develop it. Methods: tests with standardized questionnaires, methods for checking the logic of motivating dialogue, comparative analysis, quantitative and qualitative content-analysis. We established that disorders in the functioning of reflection in primary pupils are observed in changeable or unfamiliar situations: rejection to solve a problem, desire to simplify a task, justification of their inability, avoidance of difficulties. We registered that insufficient development of self-control and self-esteem causes faults in programming and performing activity. We identified difficulties in verbalizing a plan of actions showing the respondents’ inability to compare and substantiate practical and mental operations. Disorders in reflective-evaluative competence are insufficient development of reflection, self-control, self-esteem and self-correction that does not allow primary pupils to organize their mental actions purposefully

Research of the dominant psycho-emotional states of university lecturers during the progression of the COVID-19 pandemic

The aim of the article was empirical research of the dominant psycho-emotional states of university lecturers during the progression of the COVID-19 pandemic. The article is devoted to an empirical study of the factor structure and the prevailing correlations between the psycho-emotional states of the respondents. Valid empirical methods with standardized questionnaires were used: the dominant coping strategy research method, the test of differentiation of emotional states, and the anxiety research method. The study’s empirical picture constructed. Psycho-emotional states were qualitatively interpreted, states were distinguished, and semantic psychological parameters were defined. The factor structure of the dominant psycho-emotional states of university lecturers was determined. The psycho-emotional state of F1 “Isolated activity”, which had the most intercorrelations and had the most significant (p≤.01) correlation with F4 “Pragmatic avoidance” (.344), was found to have the greatest factor load. It was empirically established and theoretically substantiated that the structure, variables, and interdependence of the factors of dominant psycho-emotional states were important components in solving issues of lecturers’ professional activity. It was noted that the findings may be useful for university administrations and pedagogical psychology researchers

Marketing in the digital age: cultural values as agents of socially responsible marketing in the digital economy

The purpose of the article is to determine the relationship between the characteristics of social marketing stakeholders and the degree of development of marketing systems in the digital economy. The results of the study are based on a critical analysis of the tools and processes of functioning of marketing systems in the context of digitalisation, and the changes it causes in marketing systems at basic and extended levels due to specific features inherent in the digital economy. The concept of cultural dimensions by Hofstede (2010) is applied to determine the collective behavioural characteristics of the most numerous stakeholders of social marketing, which are members of society in selected countries. A positive statistically significant correlation between the share of online shoppers against the indulgence index (R=.77) and the individualism index (R=.73) was found. There is a negative statistically significant correlation between the share of online shoppers against uncertainty avoidance (R=-.76), power distance (R=-.67), gender culture type (R=-.27) and long-term orientation (R=-.27). In general, a significant part of the expected impact of uncertainty avoidance is taken over by mechanisms that guarantee the protection of personal data from unauthorised use and security from fraud and crime committed in cyberspace

Research of readiness of teachers of rural secondary schools for innovations

The purpose is to establish the interdependence of key parameters and construct a factor structure of teachers’ readiness to reform and deploy innovative technologies in rural secondary schools. Research methods: ANOVA factor analysis with reduction of factor proportions, standard valid and reliable psychodiagnostics methods, statistical reliability coefficients. Results. The factor structure ensures the following main factors (73.92%). It has been found that the main are “MARI” (F1) (52.56%) and “CRI” (F2) (9.28%), which are interconnected with “SLRI” (F3) (p≤.01) and F4 “PRI” (F4) (p≤.01). Conclusions. It has been stated that the obtained scientific facts give an objective understanding of the subject of research and its determinants. The curriculum for the initiative to modernize education in rural areas is composed of established scientific facts and argumentation of the results obtained. It was noted that results will allow to operationalize the educational and professional training of future specialists in order to prepare them for modernization of training and teaching