Psychology

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Education

#1 Psychological dynamics of students’ learning motivation during the learning process

Abstract: This article aims to systematize the theoretical foundations and approaches to the study of learning motivation in the field of psychology in order to identify the dynamics of students’ learning motivation as well as the factors that determine it. To achieve the research goals and complete the tasks set, methods and techniques that have previously proven [...] Load More effective in psycho-pedagogical practice, additional psychodiagnostic tools, theoretical analysis of psychological and pedagogical scientific literature, comparative analysis, observation, survey, psychodiagnostic testing, and ascertaining experiments were all used. The primary processing of the gathered data was performed using Microsoft Excel. Further processing of the data was performed using the Statistica 10 package. In particular, the calculation of the normality of the distribution (Kolmogorov-Smirnov test), correlation analyses (Pearson’s and Spearman’s correlation), analysis of the comparison of the averages for two dependent samples (Student's t-test), comparison of the medians for two dependent samples (Wilcoxon test), comparison of the averages for two independent samples (Student's t-test), and comparison of the medians for two independent samples (Mann-Whitney U test) were performed. A regression analysis was also used to determine the predictors of the intrinsic and extrinsic orientation of students’ learning motivation. On the basis of the theoretical analysis and the results of the empirical research, it was established that the learning motivation of higher-education students is a complex and polymotivated construct in which internal and external orientations as well as amotivation can be distinguished. The theoretical foundations of the factors that influence the orientation dynamics of students’ learning motivation during the higher-education learning process were determined. The intrapersonal factors include students’ sense-life orientations and basic personality needs, while the pedagogical factors include teachers’ pedagogical activity style and pedagogical communication peculiarities. The nonlinear nature of the orientation dynamics and structure of the learning motivation of students on different courses were also established. In addition, the hypothetical-theoretical model and scheme of the dynamics-related factors behind students’ learning motivation orientation during the process of learning were developed.
Keywords: students’ learning motivation, psychology, pedagogy, intrapersonal factors, teacher, university.
Date of publication: September 2025 / Deadline: 23 June 2025

Journal title: available for those who has paid.

Region of the journal publication: Europe.

Scientific field: Social Sciences.

Indexing of the journal: Scopus (Q2), Web of Science (Emerging Sources Citation Index).

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Psychology

#25-psy Meaningful Life Tasks in the Context of the Development of Personal Characteristics

Abstract: Today, the process of socialization is accompanied by an instability of personal values and an uncertainty about life’s meaning and purpose. The problem of overcoming this psychological contradiction, against the need, possibility and necessity to live a meaningful life, is becoming increasingly important in the context of personal and social development. [...] Load More Therefore, researching psychological indicators of personal development is of special interest in this study. The aim of the paper is to empirically prove the interaction between personal identity and the ability to accomplish meaningful life tasks, based on a method of apperception. Characteristics of crucial life tasks, as well as contradictions affecting personality formation through socialization, were identified, and parameters around personality development and forms of meaningful life experiences were established. Analysis of these specifications helped clarify the definition of a meaningful life-state through a systematic framework of the subjective properties of personality development through socialization. Questionnaire methods, and psychodiagnostic techniques to ascertain personality characteristics, formed a sample of indices for empirical evaluation. This was to identify any correlation between a person's psychological state and their ability to perform meaningful life tasks. A representative sample of respondents included 142 women and 98 men aged 20–55 years. The authors of the study used the survey’s results to determine empirically qualitative parameters and patterns in the interaction of personal identity and efficacy to accomplish meaningful life tasks. Using a multifactor hierarchical regression model, the regularities and subordinations between personality development against the processes of acceptance, deviation and effectiveness in realizing a meaningful life were substantiated. The correspondence between a meaningful life and the presence and development of personal qualities was determined by the one-factor analysis of variance. The results can be applied practically as a part of the preventive, diagnostic, and rehabilitation practices of psychologists in various spheres.
Keywords: personality, life-meaning tasks, personal identity, socialization, life-meaning state, development
Date of publication: September 2025 / Deadline: 23 June 2025

Journal title: available for those who has paid.

Region of the journal publication: Europe.

Scientific field: Psychology.

Indexing of the journal: Scopus Q(2); WoS (Social Sciences Citation Index), IF>3.5

 

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#24-psy Prospects for the application of autobiographical data analysis in the study of personal life choices

Abstract: In human life, choice is a multidimensional psychological phenomenon. For many years, both national and foreign psychologists have devoted their works to the empirical study of choice. However, this concept continues to remain understudied, which is confirmed by the small number of extant empirical studies on choice and certain contradictions in terms [...] Load More of the approaches to its study. This paper aims to conceptually substantiate the prospects for the practical feasibility of analyzing autobiographical data while studying an individual’s life choices. The main research method adopted was the semi-structured interview, as it allows the creation of a more comfortable interviewing environment by providing the respondents with an opportunity to define, on their own, the situations that required them to make “life choices”; additionally, it facilitated a sufficiently profound reflection. In total, 44 respondents of different age groups, places of residence, professions, levels of education, and family status participated in the survey. The interview included 5–15 questions, which asked for a description of the situations in which the life choices were made and to determine their number, indicate significant moments in life, identify the peculiarities of these situations, etc. Thus, autobiographical data were obtained from the respondents relating to the situations demanding life choices and their impact on the life of the individual. The methods of frequency analysis and content analysis helped to empirically determine the following: (1) episodes of life choices (on average, 3 episodes); (2) age of the person while making a choice (26–45 years old for a majority of the respondents). Using the method of generalization, the authors of the paper systematized approaches to divide life episodes into “situations” and “storylines” as well as by life spheres (family, relationships, profession, place of life, finances, etc.). The content analysis method made it possible to determine the criteria for the respondents’ choice of episodes, as well as to form the patterns of the choices. As a result of the study different approaches to the representation and use of the set of autobiographical data concerning life choices in psychotherapy were grounded. The presented approach to data analysis allowed designating criteria and principles of selection of life choice episodes, to develop variants of categorization of the designated indicators, and to determine quantitative indicators characterizing and supplementing election patterns. The results received can be useful for psychotherapists, while also serve as a basis for refining the theoretical foundations of the problem of choice in a person’s life.
Keywords: life choice, interview, content-analysis, autobiographical data analysis, life situations
Date of publication: September 2025 / Deadline: 23 June 2025

Journal title: available for those who has paid.

Region of the journal publication: Europe.

Scientific field: Psychology.

Indexing of the journal: Scopus Q(2); WoS (Social Sciences Citation Index).

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#23-psy Personal response to ego threats depends on the type of self-esteem.

Abstract: The relevance of this study is supported by the debate among scientists on the nature of the personal response to an ego-threatening situation, as well as its possible dependence on the type of self-esteem. The aim of this study was to determine the sensitivity and nature of participants’ responses to the situational ego threat depending on their type [...] Load More of self-esteem. This pedagogical experiment involved 231 university participants randomly selected from different departments and courses to ensure it was a representative sample. The experiment was conducted in three stages: (1) initial questioning, (2) the experiment itself, and (3) final questioning. The initial questionnaire was designed to determine the type of self-esteem, and the relationship between the personality and self-esteem, using a modified Mruk’s two-factor model of self-esteem, Rosenberg’s self-esteem scale, Schwarzer and Jerusalem’s generalized self-efficacy scale, and Crocker's scale. The experiment itself was implemented in the format of group tasks, followed by an anonymous mutual evaluation of the level of openness, sociability, creativity, and external attractiveness. In order to determine the participants’ responses to the situational ego threat in the form of negative feedback, deterministic evaluations were artificially lowered without informing the participants. The final questionnaire involved redetermining the type of self-esteem and assessing the participants’ responses to negative feedback using the questionnaire. SPSS 14.0 software processed the statistical analysis of the questionnaire results. The outcomes of the experiment confirmed the damaging influence of negative feedback on the participants’ self-esteem, and the connection between the type of self-esteem and the sensitivity of the response to an ego threat. The highest level of sensitivity to negative feedback was indicated among participants with a positive type of self-esteem, which manifested itself in a high level of self-esteem and self-efficacy. Participants with a moderate and defensive type of self-esteem were characterized by a lower level of sensitivity. The study approach to determine the type of self-esteem, the assessment of the individual’s response to ego threats, and identifying the relationship between them, can improve the methodology of future studies on self-esteem and its manifestation under the destructive influence of the external environment and social evaluations.
Keywords: self-esteem, self-respect, self-efficacy, ego threat, response, sensitivity, experiment, questionnaire
Date of publication: September 2025 / Deadline: 23 June 2025

Journal title: available for those who has paid.

Region of the journal publication: Europe.

Scientific field: Psychology.

Indexing of the journal: Scopus Q(2); WoS (Social Sciences Citation Index).

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Education

#02-edu Boosting educators’ psychological resilience to consolidate their professional socialization

Abstract: Educators as professionals are vulnerable in the face of various stressors because they are exposed to numerous challenging situations. Constant contact with individuals carrying the potential threat of stressful situations can cause significant energy and emotional loss to educators in their professional activities. Therefore, in current conditions, [...] Load More acquiring and developing the skills that help educators resist stress assumes crucial scientific and practical relevance. The aim of this study is to develop a methodological approach for determining the quantitative and qualitative parameters of educators’ psychological resilience in the process of their professional socialization. Drawing on the literature review and content analysis of such concepts as stress, psychological stress, professional stress, and resilience, the authors have clarified the content of the definition of psychological resilience in terms of educators’ personality as a general concept, regardless of the scope and level of educational institutions. The method of deconstruction used in this study allowed grounding the fundamental components of educators’ psychological resilience as a complex pedagogical concept and consistent personal quality, including motivational and evaluative, activity-regulative, and reflective aspects. Substantial characteristics of each component of an educator’s psychological resilience are reasoned; sociological and physiological parameters of the development of an educator’s psychological resilience in the process of professional socialization are substantiated. This study used a questionnaire to diagnose the educators’ level of psychological resilience and the risk of the stress-induced loss of social functioning skills of educators in various education institutions. The types of educators’ psychological resilience, according to affective characteristics, which depend on the criteria of presence and propensity, were determined by perceptive estimation of the research sample of respondents. The study shows the feasibility of training technologies for the development of educators’ psychological resilience in the process of their professional socialization by activating adaptive qualities at psychological and physical levels of personality. Training technologies for boosting educators’ psychological resilience were based on three educational blocks, namely theoretical, practical, and interactive. Within each block, the organizational forms of training to boost educators’ psychological resilience in professional activity in terms of individual features of their personality are identified as well-reasoned. To establish the practical efficiency of the proposed training complex by perceptual estimation, the level of educators’ psychological resilience was determined after the completion of the experimental work. The obtained scientific results can be used by education institutions to conduct routine diagnostics of educators’ level of self-control in any sphere of education as well as to timely arrange necessary conditions for increasing educators’ productivity.
Keywords: educator, psychological resilience, professional socialization, training complex, education institutions
Date of publication: September 2025 / Deadline: 23 June 2025

Journal title: available for those who has paid.

Region of the journal publication: Europe.

Scientific field: Social Sciences.

Indexing of the journal: Scopus Q2.

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