This article analyzes the influence of family structure on the hardiness of adolescents aged 16-18 (average age 17.2). The aim was to investigate hardiness of subjects from full, single-parent, and large families. We used the Test of Hardiness Survey and the Noetic Orientations Test (SZhO). The sample comprised 200 subjects, first year university students from families with different compositions: 75 were brought up in a full family, 75 in a one-parent family, and 50 in a large family. A one-way analysis of variance and repeated measures MANCOVA showed that the subjects differ both in their hardiness and the distinctive features of its development. The authors conclude that subjects from full families are less hardy than those from single-parent families, but more hardy than those from large families. Also the hardiness dynamics of children from full, single-parent, and large families differ. Adolescents from single-parent families increase their hardiness further, whereas in students from full families it decreases. This can be explained by specific ways that the students survive the crisis of adolescence. And finally, students from large families demonstrate a similar level of hardiness in comparison with students from full families. This can also be explained by specific ways that they survive the crisis of adolescence. Later, when this crisis is almost over, their hardiness becomes similar to that of students from full families, which has decreased by that time.Keywords: hardiness, commitment, control, challenge, family structure, adolescents introduction During the past 20 years, hardiness has been a subject of study by scientists internationally and in Russia. Although as M.V. Loginova (2010) has pointed out, there are many interpretations of hardiness (e.g., "survivability", or "the courage to be" by P. Tillich et al.), in Russian psychology, the most empirically substantiated theory of hardiness is that of S. Maddi. According to his theory, hardiness is a pattern of attitudes and skills that, together, facilitate resilience under pressure by turning stressful circumstances from potential disasters into opportunities to grow in wis- Kuzmin, I. A. Konopak dom and performance. Hardiness consists of three attitudes: commitment, control, and challenge. Strong commitment refers to the belief that, no matter how bad things get, it is usually best to remain involved with the events and people in one's life, rather than to retreat into isolation and alienation. Strong control is the belief that, no matter how bad things get, it is worth continuing to try to effect outcomes, rather than retreating into powerlessness and passivity. Strong challenge is the belief that stressful changes are normal in life, and provide an opportunity to learn more, rather than being an inappropriate violation of one's right to easy comfort and security (Maddi et. al., 2009).During the last 25 years, some investigations have touched on the problem of hardiness development and the factors that determine hardiness. Khoshaba and Madd...

No abstract

The article presents the results of the study of the dynamics of change of the functional state of the central nervous system of university students during of the educational day and the academic year using of different methods of express diagnostic. As the main method of express diagnostics of the functional state of the central nervous system was used the method of «Complicated visual-motor reaction» and an additional method was the test of differential self-estimation of the functional condition «The state of health. Activity. Mood». The results of the study indicate that the functional state of the central nervous system provides a systemic (from psychophysiological to personal-psychological point of view) response of the subject to changing environmental conditions, including the success of overcoming, as in our case, educational stress and the effectiveness of the educational process; students with relatively low indicators of the functional state of the central nervous system under the influence of stresses tend to develop maladaptation and constitute a “risk group”.

No abstract

Введение. В статье рассматривается проблема кризиса идентичности с точки зрения устойчивости и изменчивости ее основных компонентов. Новизна исследования заключается в анализе стабильности отдельных компонентов идентичности на протяжении подросткового и юношеского возраста, выраженных в устойчивости отдельных самоописаний, при репрезентации своего прошлого и будущего, а также при разработке конструктов. Методы. Авторы используют методики: «Двадцать утверждений» М. Куна и Т. МакПартленда, «Твоя линия жизни» А. Кроника, тест личностных конструктов Дж. Келли. Результаты. У подростков снижается доля личностного и экзистенциального компонентов идентичности, а доля учебного компонента возрастает. У испытуемых юношеского возраста при росте семейной идентичности, снижаются идентичность, связанная с членством в неформальных группах, и деятельностный компонент. В субъективной репрезентации своей жизни у подростков и юношей основными являются такие компоненты, как полоролевой, учебно-профессиональный, семейный и личностный. Основная динамика субъективной репрезентации прошлого присуща подросткам. У подростков наиболее устойчивы самоописания, относящиеся к личностной идентичности, а у юношей – к ее социальному компоненту. Показано, что устойчивыми компонентами субъективной картины прошлого и будущего в подростковом и юношеском возрасте являются события, относящиеся к учебной, семейной сферам, а также к членству в неформальных группах. Наконец, выяснено, что у испытуемых юношеского возраста устойчивы конструкты, относящиеся к качествам личности, своему семейному статусу, межличностным отношениям и учебно-профессиональной деятельности. Обсуждение результатов. Авторы сравнивают полученные им результаты с работами как отечественных (Г. Б. Мазилова, А. В. Микляева, Т. В. Румянцева и др.), так и зарубежных (E. Crocetti, W. Meeus, Z. Abdukeram) авторов. Анализируются различия в полученных результатах, обусловленные разницей в выборках, культурных аспектах, а также подходах к изучаемой проблеме (использование трехкомпонентной модели зарубежными авторами).