scholarly journals Personal maturity as sanogenic potential of experiencing crisis conditions by air transport managers

2021 ◽  
Vol 284 ◽  
pp. 06003
Author(s):  
Liubov Pomytkina ◽  
Valentyna Voloshyna ◽  
Alexandra Blavdzevych ◽  
Alexandr Rykov
Keyword(s):  
Empirical Study ◽  
Empirical Research ◽  
Social Group ◽  
Subjective Assessment ◽  
Air Transport ◽  
Psychological Resources ◽  
Development Level ◽  
Self Development ◽  
Age Factor ◽  
Crisis Conditions

The article highlights the results of theoretical and empirical research of personal sanogenity of experiencing crisis conditions by air transport managers. The aim of the research is the empirical study of personal maturity development of air transport managers, their psychological resourcefulness, ability to self-development and scale of sanogenity of personal maturity of air transport managers experiencing unconventional crisis inflicted by COVID-19 pandemic. To assess the level of personal maturity, the Personal Maturity Questionnaire was applied (O.S.Shtepa). Level of actualizing of the personal psychological resources was studied through method of the Psychological Resourcefulness Questionnaire (O.S.Shtepa). To clarify the contents of the need for self-development as the potential of subjectivity, the method of Disposition Characteristics of Personal Self-Development was applied. (S.B.Kuzikova). The outcomes of the empirical research have discovered that air transport managers do not always have sufficient level of personal maturity development which is defined neither by age factor nor by amassed experience. Sanogenity of personal maturity for this social group is determined by their resourcefulness development level and ability to self-development. Successfulness in career development is not equivalent to manager personal maturity development level. Subjective assessment of successfulness and maturity made by managers themselves shows that 71.2% respondents do not reveal their satisfactory personal maturity. However, the majority of them is characterized with sufficient psychological resourcefulness having at the same time poor self-development ability. In the process of psychocorrection the sanogenic potential of personal maturity is actualized through raising self-development ability, reducing tension and traumatization of personality experiencing unconventional crisis.

scholarly journals Soft skills in young people in regions

2021 ◽  
Vol 7 (Extra-A) ◽  
pp. 449-455
Author(s):  
Elena A. Gnatyshina ◽  
Natalia Viktorovna Uvarina ◽  
Alexey Savchenkov ◽  
Natalia Alexandrovna Pakhtusova ◽  
Natalia Yurievna Korneeva
Keyword(s):  
Young People ◽  
Empirical Research ◽  
Soft Skills ◽  
Quantitative Comparison ◽  
Communicative Skills ◽  
Development Level ◽  
Schwartz Value Survey ◽  
Self Development ◽  
Related Group ◽  
Chelyabinsk Region

This article is devoted to the problem of studying soft skills in young people in regions. For this study, the authors subdivide soft skills into four categories: behavioural group, values-related group, group of needs and motives and emotional group. The empirical research, conducted in 2020 in Chelyabinsk (Russia), involved 371 young people from the Chelyabinsk region aged 17 to 30 years and older. To assess the development level of the identified groups of soft skills, the authors created a questionnaire, applied Schwartz Value Survey and used the Mann-Whitney U test for the quantitative comparison of two groups and the Kruskal-Wallis one-way analysis of variance for the quantitative comparison of three or more groups. The results of empirical research showed that the soft skills of the behavioural group and the group of needs and motives are more developed. Most of the respondents noted that they had developed communicative skills, stable behaviour, the ability for self-development and self-improvement. The authors also note that the development of soft skills increases with age among the respondents older than 30 years old.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

scholarly journals Literatuurgeschiedschrijving én empirische literatuurwetenschap?

1970 ◽  
Vol 57 ◽  
pp. 21-35
Author(s):  
Daan Vandenhaute
Keyword(s):  
Empirical Study ◽  
Empirical Research ◽  
Theoretical Framework ◽  
Empirical Approach ◽  
First Time

The empirical study of literature might be tolerated as a discipline, withinliterary studies it remains an unknown, peripheral possibility, that has to dealwith a lot of scepticism and ignorance. Often it is associated with sheer quantitativeresearch, only focusing, moreover, on the contemporary. In this articleI try to show that the empirical approach also can be applied for the study ofliterary history, with attention paid to qualitative aspects. I demonstrate thisby means of empirical research I have done into the Swedish first time poetsof the 1970s. I point out that the empirical study of literature is conceived ofas a methodology that is applied within a specific theoretical framework, thesystemic study of literature.

scholarly journals Opportunities of the university in fostering flexible skills of students

2021 ◽  
Vol 113 ◽  
pp. 00004
Author(s):  
N.V. Uvarina ◽  
A V. Savchenkov
Keyword(s):  
Empirical Study ◽  
Communication Skills ◽  
Significant Part ◽  
Educational Standards ◽  
Educational Organizations ◽  
Self Development ◽  
Chelyabinsk Region ◽  
The University ◽  
Formation Of Groups

This article is devoted to the problem of education of flexible skills of students in the conditions of the university. Flexible skills are actively included in the educational standards and curricula of educational organizations at various levels, and the problem of their formation is becoming more and more relevant in today's conditions of abundance and general uncertainty. The study was conducted in 2020 in Chelyabinsk. The study involved the youth of the Chelyabinsk region in the number of 371 people aged 17 to 30 years and above, of which 299 (81%) women and 72 (19%) men. To assess the formation of groups of flexible skills, an author's questionnaire was developed, and the Schwartz values test (the Schwartz Value Questionnaire) was also used. / The Schwartz method). Based on the results of an empirical study, we came to the conclusion that the flexible skills of the behavioral and need-motivational groups are formed to a greater extent. A significant part of the respondents noted that they have developed communication skills, stability of behavior, as well as the ability to self-development and self-improvement.

scholarly journals Localization of subjective control and features of self-attitude of deprived youth

HUMANITARIUM ◽  
2019 ◽  
Vol 41 (1) ◽  
pp. 99-107
Author(s):  
Olha Kiz
Keyword(s):  
Empirical Research ◽  
Negative Emotions ◽  
Institutional Care ◽  
Internal Conflict ◽  
Self Reflection ◽  
Internal Conflicts ◽  
Child Interaction ◽  
Self Development ◽  
Dependent Position ◽  
Independent Life

The article deals with the influence of deprived conditions of socialization in institutional care institutions on the formation of the locus control and self-attitude of personality. The results of empirical research about the features and correlations between some scales of the studied phenomenon have been presented. It has also been found that the deprived youth both sexes have difficulty in self-absorbed, contradictory self-attitude, negative emotions to himself / herself, and the external type of locus control regardless some positive self-attitudes.In the deprived conditions of parental-child interaction, the emotional and value self-attitude of youth has been characterized as reduced ability to self-reflection, feeling guilty, internal conflict, a tendency to self-incrimination, which forming a dependent position in the development of intimate and reference contacts, narrowing the abilities for self-realization in preparing for independent life. Youth of both sexes with deprived experience are insecure in themselves, their potencies and opportunities. They have some ability to building a line of behavior independently; obeying the attitudes about their inferiority and insignificance in the regulation of life; the lack of interest of their internal world; the low assessment of the value of their own image “I” for himself / herself and for others; the expectation of unfavorable reactions, lack of sympathy, negative self-attitude, self-incrimination, self-analysis and self-criticism.In the conditions without psychological and correction work, the diffuse self- attitude causes a self-rejection as a big hurdle to the adaptation and integration into society and destabilizing effect on the possibility of successful personal self-realization in the future. The above actualizes the problem of socio-psychological support of growing personality in current conditions of a variety of deprivation, which provides necessary opportunities for deprived youth of both sexes to compare their real possibilities with the society requirements, their own behavior with the expectations of other people; and opportunity for self-asserted and self-development, resolving internal conflicts.

scholarly journals Psychological aspects of ensuring the efficiency of professional activity of a project engineers

2020 ◽  
Vol 210 ◽  
pp. 22041
Author(s):  
Оlena Khokhlina ◽  
Lubov Pomytkina ◽  
Lada Yakovytska ◽  
Oksana Lych ◽  
Denys Khokhlin
Keyword(s):  
Correlation Analysis ◽  
Empirical Study ◽  
Empirical Research ◽  
Reference Method ◽  
Psychological Aspects ◽  
Professional Activity ◽  
Professional Skills ◽  
The Core ◽  
The Subject ◽  
Individual Style

The article presents the results of theoretical and empirical research of the problem of psychological aspects of ensuring the efficiency of professional activity of a Project Engineers in the context of the theory of general and special abilities, the need to take into account the general and individual-typological in the mental development of the subject of labor. The importance of considering professional skills in connection with the intellectual readiness of the subject to the activity and individual style of its implementation is theoretically substantiated. The empirical study revealed the presence of correlations between the efficiency of professional activity, psychological readiness and individual style of activity. The most referent in the description of the professional skills of project engineers are the time of labor tasks performance and individual style of activity, and the organizing factor in the unity of these indicators is the generalization of mental activity, which forms the core of intellectual readiness for work. Correlation analysis of the data allowed us to identify the presence of clear links between: 1) the efficiency of activity by time indicator and ISA: the more ISA corresponds to the reference method, the less time is spent on solving the labor task, and vice versa; 2) between ISA and intellectual readiness for activity; the higher the level of complexity of labor tasks, the higher the level of correlation between these phenomena.

Discussion

2011 ◽  
pp. 316-331
Author(s):  
Peter Busch
Keyword(s):  
Empirical Study ◽  
Tacit Knowledge ◽  
Empirical Research ◽  
It Knowledge ◽  
Skilled Staff ◽  
Over Time

One must, after reading the above two quotes, make up one’s own mind as to the composition of tacit knowledge, for it seems Cavusgil et al., (2003) are certainly not discussing the same tacit knowledge as von Krogh et al. (2000). The tacit knowledge studied herein is more akin to that discussed by the latter set of authors, that is to say a form of knowledge that is passed through what Nonaka and colleagues have labelled socialisation in intimate person to person settings. In time the organisation builds up a stock of such soft knowledge, which is lost when staff leave and not replaced again either until further skilled staff arrive, or the ones remaining acquire it through experience over time. Whilst earlier work in this empirical study examined the phenomenon of tacit knowledge in depth (including a multitude of definitions as revealed in Appendix A), what was ultimately settled upon for the empirical research in this study was that of articulable implicit managerial IT knowledge.

On hostile design: Theoretical and empirical prospects

Urban Studies ◽  
2019 ◽  
Vol 57 (4) ◽  
pp. 883-893 ◽  
Author(s):  
Robert Rosenberger
Keyword(s):  
Empirical Study ◽  
Empirical Research ◽  
Urban Space ◽  
Research Projects ◽  
Critical Commentary ◽  
Public Areas

Instances of ‘hostile design’ appear across urban space, aimed at pushing particular behaviour – and, ultimately, particular people – out of public areas. But notions of hostile design and related concepts require theoretical clarification. Empirical study is also urgently needed on how such designs influence attitudes, behaviours and health, with implications for cities’ approaches to everything from homelessness to heatwave relief. This critical commentary reviews the main examples of hostile design, considers what, at minimum, must be addressed by theoretical accounts of this phenomenon, and identifies empirical research projects that are just waiting to be performed.

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