Wyniki wyszukiwania - Biblioteka Nauki

1

Mediálne správanie a sebakontrola

100%

Kováčová Holevová B.

Psychologie a její kontexty

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2012

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tom 3

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nr 1

57-69

EN

The paper presents an overview of the theoretical and empirical information regarding the overuse of television and some other new media (especially the internet and video games) in contexts of individual's self-control. After defining the main and related concepts, it emphasize the legitimacy of investigation problem of media behavior through actual research mapping the amount of time people spend by this media. Self-control can be seen as a constant disposition in the context of problematic media behavior, and this view reflects both the personal approach, and as the actual ability of a person that can vary under influence of various factors. Inspiring in this context seems to be a new model of unregulated use of media. The conclusion summarizes the potential preventive aspects through which the individual can prevent problem media behavior.

2

Preterm discharge effects: Relationship between the maternal experience and newborn’s psychobiological regulation

100%

Sparano A. , Nieznanska A. A. , De Berardinis D. , Panetta V. , Ferri R. , Agostino R.

Polish Psychological Bulletin

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2011

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tom 42

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nr 2

81-85

EN

The purpose of this study is to investigate how the past experiences of mothers and their potentially traumatic events during pregnancy may have influenced the processes of psychobiological self-regulation and cognitive development in a child born preterm. Eighty children who had a gestational age of < 32 weeks were examined at the 9th month of the corrected age. The mothers and children were divided in two groups: multipara mothers and their children and the primipara mothers and their children. These children were examined on the basis of sleep disorders, nutritional problems and mental development. Perinatal data from clinical observations and data from standardized developmental tests (BSID, II ed.) were used to describe the differences. The children of primipara mothers who had unexpected preterm delivery presented major incidences of sleep disorders while the children of primipara mothers, who programmed preterm delivery, presented a major incidences of nutrition problems. The predictability of preterm delivery has a major influence on the capacity of newborns for self-regulation in the case of primipara mothers.

3

Hydrostatic lubrication: the principle and applications of flow self-regulation

100%

Bassani R.

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1999

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tom Vol. 4, no 2

291-310

EN

A concise outline is presented of the principle of self-regulated flow rate in hydrostatic lubrication and some interesting applications are described on kinematic pairs and their systems. The principle permits a continuous and automatic distribution of the total flow in partial constant flows in the recesses of hydrostatic bearings due to their special shape. Studies and results obtained and presented here refer to: - generalities of the principle, pointed out by a bearing, - self-regulated hydrostatic screw and nut, - self regulated hydrostatic screw and nut with rectangular threads, - system of self-regulated hydrostatic pads.

4

Examining the Levels of Self-Leadership Perceptions of University Student- Athletes in Terms of Sociodemographic Characteristics

100%

Türköz T. , Mutlu T. O. , Tabak A. , Erdoğan M.

Physical Culture and Sport. Studies and Research

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2013

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tom 58

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nr 1

43-52

EN

The purpose of the present study is to determine the difference of self-leadership perceptions for university student-athletes in terms of sociodemographic characteristics. The research involved 167 university student-athletes aged 18-21 years (Muğla and Kocaeli at Turkey). Self-leadership perceptions were measured by the Revised Self-Leadership Questionnaire. The number of strategies of selfleadership was calculated in the distribution of mean scores. It was found that variables such as age, education status of mother, and monthly income of the university students do not cause any difference in the levels of self-leadership perceptions. On the other hand, other factors were determined to create statistically significant differences in the use of self-leadership strategies: gender; dealing with sport outside of school; taking part in teams; branch of interested sport; education status of father; socioeconomic status; personal sport history of athletes. It has revealed that not only the psychical factors but also behavioral, cognitive, and psychological factors of self-leadership have important roles in increasing the performance of student-athletes in sport activities.

5

Relationship of Different Perceived Exertion Scales in Walking or Running with Self-Selected and Imposed Intensity

100%

Dias M. R. C. , Simão R. , Machado G. H. R. , Furtado H. , Sousa N. F. , Fernandes H. M. , Saavedra F. J. F.

Journal of Human Kinetics

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2014

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tom 43

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nr 1

149-157

EN

The aims of this study were to: (1) compare the Heart Rate (HR) and Rating Perceived Exertion (RPE) in training with self-selected and imposed loads, and (2) associate the OMNI-Walk/Run and Borg scales with self-selected and imposed loads, both on a treadmill. Ten trained men (20.3 ± 2.0 years, 75.6 ± 9.8 kg, 175.1 ± 5.1 cm) participated in a training program with self-selected load (time and speed individually preferred) and another with imposed load (even self-selected time and speed 10% higher). The HR and RPE were measured, every minute of training, by the OMNIWalk/ Run and Borg scales. No significant differences were found in the HR and RPE between training sessions. The correlation between the OMNI-Walk/Run and Borg scales showed a moderate association (r = 0.55) in training with self-selected load and a strong association in imposed load (r = 0.79). In this study, self-selected load induced a suboptimal stimulus to elicit favorable organic adaptations. Moreover, high correlation of OMNI Walk/Run and Borg scales with the imposed load showed that the greater the load of training the best were answers of RPE.

6

The Effect of Goal Setting Difficulty on Serving Success in Table Tennis and the Mediating Mechanism of Self-regulation

100%

Liu W. , Zhou C. , Ji L. , Watson J.

Journal of Human Kinetics

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2012

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tom 33

173-185

EN

Goal setting difficulty has been shown to contribute to athletic performance (Burton et al., 2000). However, the potential mediating mechanism of goal difficulty on performance is unclear. Therefore, the purpose of this study was to verify the effect of goal setting difficulty on serving success in table tennis, and determine if self-regulation is the mediating variable. The current study used serving success within a one minute period as the task, and the "Athlete's Self-regulation in Motor Learning" as the measurement tool. The experiment was designed as a 3 (serving frequency: 20/min, 23/min, and 26/min) x 2 (serving placement: left "small triangle", and right "small triangle") model. Participants (N = 60) in the current study were students from a physical education school. These participants were randomly assigned into the experimental and control groups. After the intervention, differences in self-regulation (p < 0.001) and serving success (p < 0.05) between the experimental and control groups were significant. For the experimental groups, there was a significant difference in self-regulation (p < 0.001) and serving success (p < 0.05) before and after the experiment. Serving frequency had a main effect on self-regulation (F (5, 24) = 12.398, p < 0.01) and serving success (F (5, 24) = 37.601, p < 0.001). Moderately difficult goal setting contributed to athletic performance. Regression analysis using bootstrapping methods revealed that self-regulation partially mediated the relationship between the two.

7

Examining the Levels of Self-Leadership Perceptions of University Student- Athletes in Terms of Sociodemographic Characteristics

100%

Türköz T. , Mutlu T. O. , Tabak A. , Erdoğan M.

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tom 58

|

nr 1

43-52

EN

The purpose of the present study is to determine the difference of self-leadership perceptions for university student-athletes in terms of sociodemographic characteristics. The research involved 167 university student-athletes aged 18-21 years (Muğla and Kocaeli at Turkey). Self-leadership perceptions were measured by the Revised Self-Leadership Questionnaire. The number of strategies of selfleadership was calculated in the distribution of mean scores. It was found that variables such as age, education status of mother, and monthly income of the university students do not cause any difference in the levels of self-leadership perceptions. On the other hand, other factors were determined to create statistically significant differences in the use of self-leadership strategies: gender; dealing with sport outside of school; taking part in teams; branch of interested sport; education status of father; socioeconomic status; personal sport history of athletes. It has revealed that not only the psychical factors but also behavioral, cognitive, and psychological factors of self-leadership have important roles in increasing the performance of student-athletes in sport activities.

8

Vnímanie depresie v kontexte tradičných škôl a evolučnej psychológie

100%

Durkáč D.

E-psychologie (E-psychology)

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2014

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tom 8

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nr 2

29-39

EN

This theoretical article first highlights the need for the study of depression, due its increasing occurrence and impact on life. Then it describes its causes through traditional paradigms and also shows the possibility to enrich the traditional perceptions of the causes of major depressive disorder with the insight applying ideas of evolutionary psychology into the area of self-regulation. Thus it is possible to perceive depression as evolutionary advantage that extends the capabilities of adaptation and therefore improves the quality of life. From a scientific perspective, this view can lead to a deeper and more comprehensive understanding of depression as a disorder. Based on these findings practical and theoretical implementation is discussed.

SK

Tento teoretický príspevok v úvode poukazuje na potrebu štúdia depresie kvôli nárastu jej výskytu a vplyvu na život. Následne popisuje príčiny jej vzniku prostredníctvom tradičných škôl a tiež poukazuje, ako by bolo možné obohatiť bežné a tradičné vnímanie príčin depresívnej poruchy o pohľad, ktorý aplikuje myšlienky evolučnej psychológie do oblasti sebaregulácie. Takto je možné vnímať depresiu ako evolučnú výhodu, ktorá rozširuje možnosti adaptácie, a tak zvyšuje kvalitu života. Z vedeckého pohľadu tento pohľad môže viesť k hlbšiemu a komplexnejšiemu pochopeniu depresie ako poruchy. Na základe týchto poznatkov diskutujeme, ako by bolo možné použiť tieto poznatky na teoretickej a praktickej úrovni.

9

If I want to perform better, then how should I feel?

88%

Lane A. M.

Polish Psychological Bulletin

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2013

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tom 44

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nr 2

130-136

EN

Research indicates that emotions are predictive of sports performance. The application of emotion research to practice is that intervention strategies can be used to change emotions to enhance performance. The present study examined emotional profi les associated with successful performance. A review of studies indicate that there are general trends, that is, high activation emotions such as excitement and vigor tend to associate with good performance and low activation unpleasant emotions such as depression and dejection tend to associate with poor performance. Studies show mixed results for high activation unpleasant emotions (anger and anxiety). Athletes like to feel emotions that can be functional, and so some athletes will seek to increase or sustain relatively high levels of anger or anxiety if they believe they are helpful for performance. It is proposed that practitioners identify individual emotion-performance relationships and examine underlying beliefs associated with each emotion.

10

Siła woli we współczesnej psychologii: ujęcie personologiczne i procesualne

88%

Kadzikowska-Wrzosek R.

Polskie Forum Psychologiczne

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2012

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tom XVII

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nr 2

307-326

EN

This article presents existing in contemporary psychology two perspectives on strength of volition: trait and process-oriented approaches. The trait perspective is concentrated on researches exploring origins and consequences of strength of volition. Within the process-oriented perspective, researchers attempt to define the mechanisms underlying the strength of volition and the essential ingredients of willpower. This perspective enables to explain also intra – individual differences in willpower. The process oriented perspective underlines the necessity to take into consideration broader personality context in analyzing the willpower role and difficulties in action control process. Of particular importance is the level of autonomy of the standards and type of control action. Democratic, autonomous control mode of action, based mainly on intuitive volitional mechanisms is conducive to volitional efficiency.

11

Parents Role in Adaptation of Children with Limited Health Abilities

88%

MAKAROVA A.

Edukacja-Technika-Informatyka

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2013

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tom 4

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nr 1

118-122

XX

The article gives the author’s definition of student’s self-regulation of activity, the system of components of student’s self-regulation of activity in the process of high-school educational is detected. The structural model of high-school graduate students’ self-regulation of activity is represented.

12

Regulatory component in psychological readiness of future specialist in agriculture to the professional activity

75%

POLOZENKO O.

Edukacja-Technika-Informatyka

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2012

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tom 3

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nr 1

181-186

EN

It is substantiated the necessity and importance of self-regulation, analyzed the regulatory component of the psychological readiness of the future specialist in agriculture to the professional activity in the article.

PL

W artykule uzasadnia się konieczność i znaczenie samoregulacji, analizowany jest regulacyjny komponent psychologicznej gotowości przyszłego specjalisty w zakresie rolnictwa do aktywności zawodowej.

13

Teoria ukierunkowań regulacyjnych E. Tory Higginsa

75%

Bąk W.

Roczniki Psychologiczne

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2008

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tom 11

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nr 1

7-38

PL

Zaproponowana przez E. Tory Higginsa teoria ukierunkowań regulacyjnych, rozróżnia dwie odrębne strategie (systemy) samoregulacji: (1) promocyjne i (2) prewencyjne ukierunkowanie regulacyjne. Pierwsza związana jest z koncentracją na ideałach, osiągnięciach, aspiracjach i wzroście, natomiast druga – z koncentracją na powinnościach, zobowiązaniach, odpowiedzialności, ochranianiu i bezpieczeństwie. Artykuł prezentuje najważniejsze tezy teorii oraz wyniki wybranych badań dotyczących znaczenia ukierunkowań regulacyjnych dla procesów poznawczych i decyzyjnych, różnych aspektów realizacji celów, a także dla emocji, formułowania ocen i wartościowania obiektów. Ostatnia część ma charakter dyskusyjny i koncentruje się na ocenie teorii Higginsa, jej związków z innymi modelami samoregulacji oraz miejsca w szerszym kontekście zmiennych osobowościowych i temperamentalnych.

EN

The regulatory focus theory proposed by E. Tory Higgins differentiates between two distinct strategies for self regulation: (1) promotion and (2) prevention regulatory focus. The former is concerned with ideals, advancement, aspirations, accomplishments, and growth, while the latter – with oughts, obligations, responsibility, protection, and safety. The paper presents the main theses of the theory and results of selected studies concerning the role of regulatory focus in cognitive processes and decision making, different aspects of goal achievement, and also in experiencing emotions, assessment making and value judgments. The last part of the paper discusses strong and weak points of the theory as well as its associations with other cognitive models of self-regulation. It is also proposed to put the regulatory foci in a broader context of personality and temperament variables.

14

Obraz ciała, stres i samoregulacja u osób uprawiających fitness w wieku późnej adolescencji i wczesnej dorosłości

75%

Schiep S. , Szymańska A.

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EN

The aim of this study was to analyze the link between body image, self-regulation and stress in late adolescence and early adulthood on the basis of Personality Systems Interaction Theory by J. Kuhl. The subjects of the study were people attending fi tness clubs and gyms (N = 29) and those who did not pursue any physical activity (N = 29). Body image was assessed by means of the “body and self-esteem” scale from the Eating Disorder Cognition Questionnaire (FEDK, Legenbauer, Vocks, and Schütt-Strömel, 2007), self-regulation was assessed by means of the Action Control Scale (ASC 90, Kuhl, 1994a; 2001), and stress bymeans of the “demands” and “threats” scales from the Volitional Component Questionnaire (Kuhl, Furmann, 1998). Analyzes showed that there are no differences between adolescents and young adults in body image, self regulation, and stress level. It was found that the physically active group has a negative body image in comparison with the physically inactive group. However, there is a relationship between body dissatisfaction, state orientation subsequent to failure, and stress (demands). A mediation analysis additionally showed that stress was an important mediator between action control and body image.

15

Przestrzeń kontaktu. Przestrzeń pomiaru

75%

Grodzicki P.

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2010

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tom R. 107, z. 2-A

113-119

PL

Artykuł odnosi się do koncepcji Jane Jacobs, według której chodnik jest miejscem kontaktu i stanowi rozszerzenie tego spojrzenia w kontekście procesów samoregulacji przebiegających na styku zbiorowości i materialnej struktury miasta.

EN

The paper refers to a Jane Jacobs concept of a sidewalk as the space of contact and is an approach to broaden this view in the context of the processes of self-regulation taking place at the joint of the population and the material structure of the city.

16

What happens during the process of goal-oriented self-regulation? : Systematic measure of the objective and self-reported effects of the self-regulation enhancing intervention

75%

Szulawski M. Ł. , Marszał-Wiśniewska M.

Československá psychologie (Czechoslovak Psychology)

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2017

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tom 61

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nr 5

417-432

EN

Objectives. The main objective of the two studies was to systematically check the influence of the goal-oriented self-regulation intervention (goal achievement training based on Social- Cognitive Theory of Self-Regulation) on goal attainment and self-regulation indexes. Participants and setting. In the first study (N = 314), students form different Warsovian Universities pursued different goals, and they self-reported the outcomes. In the second study (N = 118), people who attain sport clubs pursued the same goal (reducing their weight) and they reported their weight and the subjective outcomes. Hypotheses. It was assumed that participants who took part in the intervention would attain their goals more efficiently (hypothesis 1) and there would be differences between the groups in the dynamics of the outcomes (hypothesis 2). Statistical analysis. The repeated measures ANOVA were used to analyze the data. Results. The results show that the intervention influenced the process of self-regulation, and improved goal attainment. Both studies, however, showed different dynamics of the selfregulation process. In the first study, the goal realization dynamics consisted of constant, and higher throughout the study, importance of the goal, more time sacrificed for goal realization and higher engagement; in the second study, however, the goal realization dynamics was connected with higher subjective chances of goal realization, more time sacrificed for the goal, less perceived difficulty of the goal. Study limitations. The main limitation of the study was that both experimental and control groups took part in systematic, intentional and requiring attention activity (self-regulation enhancing intervention in experimental group and cognitive tasks in control group) which might increase their self-regulatory resources and lead to more effective goal attainment and made the difference between the two groups not sharp.

CS

Cíl. Hlavním cílem dvou výzkumů bylo systematicky ověřit vliv seberegulační intervence zaměřené na cíl (výcvik v dosahování cílů založený na sociálně-kognitivní teorii seberegulace) na dosahování cíle a seberegulační indexy. Soubor. V prvním výzkumu usilovali studenti (N = 314) z různých varšavských vysokých škol o různé cíle a vypovídali o svých výsledcích. Ve druhém výzkumu lidé (N = 118), kteří byli členy sportovních klubů, usilovali o stejný cíl (snížení váhy) a vypovídali o své váze a subjektivních výsledcích. Hypotézy. Autoři předpokládali, že účastníci, kteří se účastnili intervence, dosáhnou svých cílů efektivněji (hypotéza 1) a že mezi skupinami budou rozdíly v dynamice výsledků (hypotéza 2). Statistická analýza. Pro analýzu dat byla požita ANOVA s opakovaným měřením. Výsledky. Výsledky ukázaly, že intervence ovlivnila proces seberegulace a zlepšila dosahování cílů. Oba výzkumy však ukázaly rozdílnou dynamiku procesu seberegulace. V prvním výzkumu byla dynamika dosahování cílů konstantní a během výzkumu rostla důležitost cíle a čas věnovaný dosažení cíle. V druhém výzkumu byla dynamika dosažení cíle spojena s vyššími subjektivními šancemi na dosažení cíle, větším množstvím času věnovaného dosažení cíle a s méně vnímanou obtížností cíle. Omezení studie. Hlavním omezením je, že experimentální i kontrolní skupina se účastnily systematické, úmyslné a pozornost vyžadující aktivity (intervence zesilující seberegulaci v experimentální skupině a kognitivní úkoly v kontrolní skupině), což mohlo zvýšit jejich seberegulační zdroje, vést k efektivnějšímu dosahování cílů a způsobit, že rozdíly mezi skupinami nebyly tak výrazné.

17

Modele zasobów psychologicznych osób dorosłych z dysleksją i bez tego zaburzenia

75%

Łockiewicz M. , Karasiewicz K. , Bogdanowicz M. , Bogdanowicz K. M.

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tom 18

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nr 2

65-78

EN

The aim of the study was the analysis of the relationships between self-regulation, action/state orientation, personality styles and the levels of anxiety and depression in people who are preoccupied with work, in their early adulthood. The theoretical background for our study was the Action Control and the Personality System Interaction theory by Julius Kuhl. In order to measure preoccupation with work we used The Preoccupation with Work Scale, the anxiety and depression levels were explored using the The State-Trait Anxiety Inventory and The Beck Depression Inventory, respectively. Self – regulation was assessed by using the Volitional Component Questionnaire and action vs. state orientation by using the Action Control Scale. The Personality Styles and Disorders Inventory, was employed to measure the different personality styles. 80 company employees (36 women and 44 men) from corporate enterprises in Wroclaw and Krakow participated in the research. We confi rmed that the levels of anxiety and depression can be viewed as predictors for preoccupation with work in early adulthood. The study also showed the protective effect of action orientation on the development of these psychological symptoms in people who are preoccupied with work. Those individuals most commonly displayed the obsessive – compulsive, narcissistic, and optimistic personality style.

18

Postawy rodzicielskie a zdolności w zakresie samoregulacji: wychowawcze uwarunkowania gratyfikacji podstawowych potrzeb, internalizacji standardów oraz siły woli

63%

Kadzikowska-Wrzosek R.

|

tom 16

|

nr 4

89-108

PL

Celem dwóch badań zaprezentowanych w artykule było wykazanie związku między postawami rodzicielskimi a stopniem zaspokojenia podstawowych potrzeb psychologicznych postulowanych przez teorię autodeterminacji: przynależności, autonomii i kompetencji, poziomem internalizacji standardów oraz siłą woli. Rezultaty badania 1. potwierdziły, że postawa akceptacji i autonomii okazywana przez matkę i ojca pozytywnie wiąże się ze stopniem zaspokojenia potrzeb. Negatywny związek natomiast wykazują nadmierne wymagania oraz niekonsekwencja. Jednocześnie wykazano, że związek postaw rodzicielskich matki i ojca z zaspokojeniem podstawowych potrzeb jest różny w zależności od płci badanej młodzieży. Analiza wyników badania 1. ujawniła także, że pozytywne postawy rodzicielskie (akceptacja, autonomia) sprzyjają internalizacji standardów w zakresie aktywności szkolnej, z kolei negatywne postawy (niekonsekwencja, nadmierne wymagania) wiążą się z niskim poziomem internalizacji. Rezultaty badania 2. potwierdziły związek postaw rodzicielskich z poziomem internalizacji standardów w zakresie aktywności pozaszkolnej. Dodatkowo uzyskane w badaniu 2. wyniki wykazały pozytywny związek postaw akceptacji i autonomii okazywanych przez rodziców z siłą woli, jednocześnie potwierdzając negatywny związek postaw związanych z niekonsekwencją i nadmiernymi wymaganiami.

EN

This article describes two researches on relation between parenting and the degree of satisfaction of the basic psychological needs postulated by Self Determination Theory: relatedness, autonomy, competence, standards internalization level and strength of volition. The results of study 1 confirmed that positive, affectionate, and autonomy-promoting relations with parents have positive effect on the degree of satisfaction of the basic psychological needs. Unduly severe demands and inconsistency both have negative effect on this satisfaction. The patterns of results concerning relation between parenting and the degree of satisfaction of the basic psychological needs differed between male and female participants. The data obtained in study 1 also indicate that positive parenting (positive, affectionate, and autonomy-promoting) causes internalization of standards pertain to school activity, and that negative parenting (unduly severe demands and inconsistency) is harmful for this internalization. This conclusion is also confirmed by the results of study 2 with regard to “personal strivings”. Additionally, study 2 proves that acceptance – displaying, and autonomy-promoting parenting both have a positive effect on strength of volition and that inconsistency and severe demands have adverse impact on volition..

19

ТЕОРЕТИЧНІ АСПЕКТИ САМООРГАНІЗАЦІЇ НАВЧАЛЬНО-ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ

63%

Гук І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 9(53)

220-227

EN

The effectiveness of the educational process is provided by a number of factors. One of the most important is the ability of a student to get new knowledge independently at different stages of professional development. The problem of self-organization of learning and cognitive activity of students deserves special attention of teachers. Analysis of psychological and pedagogical research on self-organization in education allows to distinguish several main areas: organization of independent work of students; forming rational learning activity; the relationship of self-organization of learning and motivation activities; the relationship of self-organization and self-control; creating a culture of self-organization. The article deals with the theoretical aspects of self-organization of learning and cognitive activity of students.Self-organization is linked to other concepts of “I”-Concept: self-actualization, self-analysis, self-education, self-control, self-regulation, self-assessment, self-knowledge and others. We note that student’s learning and cognitive activity is based on positive motivation, personal qualities of the student as a subject of study, and is aimed at teaching the student as a person who possesses the ability of self-organizing their own activities. Based on the analysis we can conclude “self-organization of learning and cognitive activity of students” is conscious activity of students associated with the ability to organize themselves in the learning process, which manifests itself in focus, activity, conscious motivation, planning its activities, independence, speed decision making and responsibility for them, critical assessment of the results of their actions, a sense of duty. In the process of self-organization skills and personal qualities that ensure the effectiveness of teaching and learning of students are formed. Self-organization of learning and cognitive activity of students contributes to the improvement of the learning process and organizes educational activities of students. The effectiveness of educational activity depends on student’s own efforts and attitudes. Prospects for further research are to establish and characterize components of self-organization of learning and cognitive activity of students; to study the technology of ensuring the effectiveness of self-organization of learning and cognitive activity of students in higher education.

20

САМОСТАВЛЕННЯ ЯК ФАКТОР САМОРЕАЛІЗАЦІЇ ПРОФЕСІЙНО-ТВОРЧОГО ПОТЕНЦІАЛУ МАЙБУТНІХ ПРАКТИЧНИХ ПСИХОЛОГІВ

63%

Стадник Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 9(53)

447-452

EN

The article contains the results of research of self-attitude as a factor of self-realization of professional-creative potential of future practical psychologists. The essence of the concept of “self-attitude” is revealed, the structure of the phenomenon is analyzed, thepsychologicalcharacteristicsofstudents’ self-attitude of V and VI courses, speciality “Practical Psychology” are given. The research was aimed at studying the psychological characteristics of self-attitude of future psychologists who study at the V and VI courses at Sumy State Pedagogical University named after A. Makarenko, specialty “Practical Psychology”. The experiment was attended by 30 students (15 students of the V course and 15 students of the VI course); 4 of them were boys and 26 were girls. In the study of self-attitude was applied the method of V. Stolin and questionnaire of personal orientation of E. Shostroma. The results of the study indicate that for graduating students of specialty “Practical Psychology” are habitual the high rates of self-acceptance, self-confidence, self-interest; expectation of positive attitude and ability to other close contacts. The low estrates of self-attitude were observed on indicator panel of “self-management”, “self-understanding”, and a large percentage of students of the V, VI courses have low level of self-esteem. Also in low level of development are such features as self-attitude, empathetic and reactive sensitivity, integrity and knowledge of human nature. The study allows to draw the conclusion that with a fairly developed properties of self-attitude of graduate students of specialty “PracticalPsychology”, some of its features require a higher level of development that can be achieved with special psycho-developing work during their university studies. This process will contribute to the special construction of educational process (application of active methods: trainings, business games, etc.), as well as the effective operation of university psychological services provided to increase the number of its employees. The prospects of further researches we see in the deep analysis of structure of self-understanding and self-attitude, and also in research of self-interest as a motivational component of self-understanding.