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Introduction. The article analyses resilience of university students. The high degree of uncertainty of the present and future, associated with the characteristics of the life stage of graduate students, is complicated by the fact that this age period is associated with crises in choosing a profession. It is shown that the relationship between youth resilience and the development of their life trajectory has been little studied. The relevance of such studies is high and has theoretical and practical significance. Research hypothesis: the level of students’ resilience is associated with an optimistic/pessimistic vision of their professional future in Russia, self-identification, reflecting belonging to a country, region, city, migration/emigration intentions.Aim. The study aims to analyse the relationship of youth resilience with their attitude to the prospects of their future profession, migration/emigration intentions, and social identity.Methodology, methods and techniques. The methodological framework of research is based on the systematic approach that offers system-wide ideas about the structural and functional structure of the space of research objects; the theory of ecological systems by U. Bronfenbrenner, which allows to identify significant relationships between the indicators of youth resilience in interaction with the outside world. Students’ resilience was assessed by the 28-item Child and Youth Resilience Measure (Child and Youth Resilience Measure-28), which allows scoring three indicators of resilience: “Individual resources”; “Family support”; “Context”. The calculation of the integral resilience score is provided. The authors developed the questionnaire to study the social identity of young people, their attitude to the prospects of their future profession and migration/emigration intentions. The study involved university senior students, MA level students (N = 993, average age M = 21.49, SD = 2.274).Results. 1. In resilience of students, individual resources are leading; family resources and score of general resilience are moderate; students give a low rating to contextual resources. 2. Students with high resilience are more optimistic about the opportunities for professional growth and a decent life in Russia, in contrast to students with low resilience. 3. Social identity differs between high and low resilience groups. Higher indicators of self-identification as Russians are demonstrated by students with high resilience, they also have less pronounced cosmopolitanism and emigration plans. 4. A low assessment of the physical and psychological support of family, friends, and dissatisfaction with home/family/friends is noted among respondents with low resilience, which also demonstrates a pessimistic vision of the future in Russia, higher emigration intentions, and lower indicators of self-identification as a Russian citizen. 5. Data from the study of the general sample show regional differences in the migration/ emigration plans of young people.Scientific novelty. The empirical possibilities of the systems approach and the theory of ecological systems by U. Bronfenbrenner to the study of student youth resilience have been tested. The relationships between young people resilience and their attitude to the prospects of the profession, migration/emigration intentions, and social identity are revealed. The targets of influence on increasing students’ resilience during their studies at the university are determined. Practical significance. The results of the present study can be used for individual support of students and in the preparation of university curricula.
Introduction. The article analyses resilience of university students. The high degree of uncertainty of the present and future, associated with the characteristics of the life stage of graduate students, is complicated by the fact that this age period is associated with crises in choosing a profession. It is shown that the relationship between youth resilience and the development of their life trajectory has been little studied. The relevance of such studies is high and has theoretical and practical significance. Research hypothesis: the level of students’ resilience is associated with an optimistic/pessimistic vision of their professional future in Russia, self-identification, reflecting belonging to a country, region, city, migration/emigration intentions.Aim. The study aims to analyse the relationship of youth resilience with their attitude to the prospects of their future profession, migration/emigration intentions, and social identity.Methodology, methods and techniques. The methodological framework of research is based on the systematic approach that offers system-wide ideas about the structural and functional structure of the space of research objects; the theory of ecological systems by U. Bronfenbrenner, which allows to identify significant relationships between the indicators of youth resilience in interaction with the outside world. Students’ resilience was assessed by the 28-item Child and Youth Resilience Measure (Child and Youth Resilience Measure-28), which allows scoring three indicators of resilience: “Individual resources”; “Family support”; “Context”. The calculation of the integral resilience score is provided. The authors developed the questionnaire to study the social identity of young people, their attitude to the prospects of their future profession and migration/emigration intentions. The study involved university senior students, MA level students (N = 993, average age M = 21.49, SD = 2.274).Results. 1. In resilience of students, individual resources are leading; family resources and score of general resilience are moderate; students give a low rating to contextual resources. 2. Students with high resilience are more optimistic about the opportunities for professional growth and a decent life in Russia, in contrast to students with low resilience. 3. Social identity differs between high and low resilience groups. Higher indicators of self-identification as Russians are demonstrated by students with high resilience, they also have less pronounced cosmopolitanism and emigration plans. 4. A low assessment of the physical and psychological support of family, friends, and dissatisfaction with home/family/friends is noted among respondents with low resilience, which also demonstrates a pessimistic vision of the future in Russia, higher emigration intentions, and lower indicators of self-identification as a Russian citizen. 5. Data from the study of the general sample show regional differences in the migration/ emigration plans of young people.Scientific novelty. The empirical possibilities of the systems approach and the theory of ecological systems by U. Bronfenbrenner to the study of student youth resilience have been tested. The relationships between young people resilience and their attitude to the prospects of the profession, migration/emigration intentions, and social identity are revealed. The targets of influence on increasing students’ resilience during their studies at the university are determined. Practical significance. The results of the present study can be used for individual support of students and in the preparation of university curricula.
Аннотация.Рефлексия, являющаяся сложным психологическим феноменом, непосредственно связана со способностью человека к трансформации эмоционального содержания своих переживаний в словесно-логическую форму. Студенты, страдающие алекситимией, испытывают сложности с выражением, определением и вербальным описанием своих эмоций и чувств, что приводит к риску развития психосоматических заболеваний, к проблемам самопонимания и саморегуляции и установлению эффективного межличностного взаимодействия. Конструктивные типы рефлексии способствуют своевременному раскрытию личностью проблем в эмоциональной сфере и их устранению. Цель. Выявить взаимосвязи конструктивных и неконструктивных типов рефлексии с уровнем алекситимии студентов. Процедура и методы. На основе теоретического анализа и обобщения работ отечественных и зарубежных авторов определены основные типы рефлексии и их основные характеристики, особенности алекситимии и её последствия для развития личности. Метод тестирования включал использование опросника «Дифференциальный тип рефлексии» (Д. А. Леонтьев, Е. М. Лаптева, Е. Н. Осин и А. Ж. Салихова), методики «Уровень личностной рефлексии» (О. И. Каяшева) и Торонтскую алекситимическую шкалу (TAS-26). Применялся метод математической статистики -коэффициент ранговой корреляции Спирмена r s . Результаты. Выявлено, что существуют значимые положительные взаимосвязи между неконструктивными типами рефлексии (квазирефлексией, интроспекцией) и алекситимией, отрицательные взаимосвязи между конструктивными типами рефлексии (системной рефлексией, личностной рефлексией) и алекситимией студентов. Теоретическая и/или практическая значимость. Полученные результаты позволят практическим психологам осуществлять мероприятия по профилактике алекситимии у студентов и повысить эффективность подготовки будущих профессионалов по психологопедагогическим специальностям.
Stressful conditions of modern human existence direct scholars to search for protective factors and study the resources of coping with stress, as well as study the factors of their formation. Reflexivity and self-efficacy are considered to be personal resources connected with the process of adaptation, however the question of their connection with various variants of resources remains unstudied. The findings on self-efficacy, reflexivity and coping resources in adolescents, young adults and mature adults are presented in the article, their links shown. 53 adolescent, 113 adolescents and 124 mature respondents participated in the study. Survey method and methods of mathematical statistics were used. It was found that self-efficacy lacks age-specificity; all the respondents are of good adaptive level. Age significantly correlates with capacity for situational reflection. Social support and physical health are priority stress-coping resources for respondents of any age. Self-efficacy has direct links to all stress-coping resources; it predicts and predetermines their awareness and growth. It is found that communication reflexivity does negatively effect problem-solving confidence and physical health resources in young adults; whereas in mature adults, it increases the role of social support and stress control resources. Adult retrospective reflection negatively affects confidence and the "self-direction" resource. Reflexivity predicts the "tension control" resource, whereas communication reflexivity determines a subject's ability to manage its resources in a stressful situation.
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