scholarly journals Interdependence of personal resources and activity requirements as a factor determining the possibility of professional self-realisation of personality in sports

2019 ◽  
pp. 232-235
Author(s):  
Susanna K. Bagadirova
Keyword(s):  
Well Being ◽  
Personal Resources ◽  
Psychological Well Being ◽  
Work Requirements ◽  
Professional Self ◽  
Personal Qualities ◽  
The Individual ◽  
Sports Activities

This article discusses the problem of the interdependence of personal resources and activity requirements, as a factor determining the possibility of personal self-realisation in sports. The article presents an analysis of the views of researchers on the problem of personal resources. The article also analyses the model of work requirements / resources (Arnold Bakker, Evangelia Demerouti). This model describes the specifics of the interaction of requirements and labour resources that affect the psychological well-being and productivity of the individual. The presented model is described in the article in relation to sports activities on the example of judo. In accordance with the requirements of the model, the article describes the activities of a judoka, the requirements of judo, as a type of activity, the resources that this sport has for a person, the personal qualities of judokas that determine the emergence of resource structures. The proposed approach in describing the interdependence of the athlete’s personal resources and the requirements of the activity (sport) will be of interest of sports specialists and athletes as a model for studying the possibility of self-realisation of a person in sports.

Features of ideas about their activities in young people with different levels of psychological well-being

2020 ◽  
Author(s):  
M. M. Abdullayeva ◽  
◽  
O. G. Korneva
Keyword(s):  
Young People ◽  
Career Guidance ◽  
Dynamic Environment ◽  
Well Being ◽  
Psychological Well Being ◽  
Emotional Acceptance ◽  
Negative State ◽  
The Social ◽  
Professional Self ◽  
Personal Qualities

In a modern dynamic environment high demands towards the personal qualities of specialists are an integral part of the formation process and development of professionals. At the same time, maintaining psychological well-being becomes significant. The aim of our research was to study the relationship between psychological well-being and features of professional development of young adults expressed in the systems of meaning that describe their activities. Respondents (N=65) were given questionnaires to collect information about specifics of their activities, conditions for the exercise of these activities, marks of negative states (burnout for medical students and stress for conscripts). The obtained results, as we compared the two groups of respondents, allowed us to divide them by the presence or absence of negative state that indicate psychological distress. The data we obtained indicate three components of the psychological well-being: emotional acceptance of their activities; specific features of relations with surrounding people, and how the work is organized in terms of its process and content.Respondents, who belong to different groups according to the degree of psychological well-being, can be described as oriented towards the well-being of the social environment, or as “individualists”, for whom the organization and content of work is more important. The prospect of using the results consists in the possibility of taking them into account in career guidance activities, as well as in predicting the success of professional self-determination of young people.

scholarly journals PSYCHOLOGICAL FACTORS OF SECONDARY SCHOOL GRADUATES’ HARDINESS

2019 ◽  
Vol 1 (9) ◽  
pp. 93
Author(s):  
Liudmyla Serdiuk ◽  
Ivan Danyliuk ◽  
Olena Chykhantsova
Keyword(s):  
Secondary School ◽  
Psychological Factors ◽  
Well Being ◽  
Life Goals ◽  
Self Determination ◽  
Psychological Well Being ◽  
Professional Self ◽  
Personal Qualities ◽  
Self Acceptance ◽  
Personal Resilience

<p>The article examines the personal qualities of secondary school graduates that determine their hardiness at their professional self-determination. The modern approaches defining hardiness essence and factors, and peculiarities of its development are analyzed. The factors contributing to the enhancement of an individual’s hardiness in the situation of professional self-determination are considered.</p><p>Hardiness is understood as a holistic phenomenon of a personality that mediates stress impact on psychological well-being and health. Self-understanding and self-acceptance of secondary school graduates, their life goals, and life meanings, confidence in themselves and their capabilities are important. It is the psychological basis of personal resilience and life senses.<strong><em></em></strong></p>

scholarly journals ON THE ISSUE OF PSYCHOLOGICAL WELL-BEING OF STUDENTS DURING DISTANCE LEARNING

2022 ◽  
Vol 1 (15) ◽  
pp. 242-246
Author(s):  
Ekaterina Panchuk
Keyword(s):  
Distance Learning ◽  
Empirical Studies ◽  
Well Being ◽  
Psychological Well Being ◽  
Theoretical Concepts ◽  
The Individual

The article discusses the concept, theoretical concepts of psychological well-being of the individual, analyzes the structure of this phenomenon. The analysis of the results of empirical studies of the psychological well-being of students transferred to distance learning in the conditions of the spread of coronavirus is given

scholarly journals Personality Factors as Determinants of Psychological Well-Being among University Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. FarihaIshrat Ullah
Keyword(s):  
Academic Success ◽  
University Students ◽  
Early Adulthood ◽  
Well Being ◽  
External World ◽  
Dynamic State ◽  
Personality Factors ◽  
Psychological Well Being ◽  
Self Reliance ◽  
The Individual

Sense of well-being is one of the most important goals which individuals strive for. It affects our perceptions of the external world such that we are able to view it with greater positivity and deal with day to day problems effectively. With an increasingly competitive existence, the pressures and challenges confronting the individual are extremely high, therefore it is difficult to maintain this sense of well-being at all stages of life. Adolescence and early adulthood are particularly demanding, because conflicts relating to quest for identity, concerns for academic success, career and uncertainty about the future all magnify the problems manifold. This is a phase in which several mental health disorders of adulthood appear and affect adjustment in society. Intellectual capacities increase and emotions intensify. The major tasks during this phase include establishing independence, realizing one’s identity and capabilities and preparing for adult self reliance. Psychological well-being has been defined as a dynamic state characterized by a reasonable amount of harmony between an individual’s abilities, needs and expectations, and environmental demands and opportunities (Levi, 1987). It is connotative as a harmonious satisfaction of one’s desires and goals (Chekola, 1975). Since personality is a core factor which determines our reactions and adjustments, psychological-well-being during such a stressed phase as adolescence should be studied within its perspective. It is important that researches which identify factors which contribute to psychological well-being should continue to be conducted in different contexts and with better methodologies. The present research aims to study the personality factors as determinants of psychological well-being amongst university students. Appropriate analysis will be conducted to explore the topic further.

scholarly journals PSYCHOLOGICAL CHARACTERISTICS OF SCHOOL-LEAVERS’ HARDINESS AT THEIR PROFESSIONAL SELF-DETERMINATION

2016 ◽  
Vol 2 (6) ◽  
pp. 64
Author(s):  
Ingrida Baranauskienė ◽  
Liudmyla Serdiuk ◽  
Olena Chykhantsova
Keyword(s):  
Quality Of Life ◽  
Well Being ◽  
Subjective Quality ◽  
Self Determination ◽  
Psychological Characteristics ◽  
Subjective Quality Of Life ◽  
Theoretical Approaches ◽  
Professional Self ◽  
Personal Qualities

The article discusses the personal qualities of school-leavers that determine their hardiness at the stage of professional self-determination. It analyzes contemporary theoretical approaches to defining of the essence of the ‘hardiness’ concept. The factors are revealed that contribute to personal hardiness formation in the situation of professional choice. The article determines that hardiness components are related to the parameters of effective self-realization and personal subjective quality of life and hardiness is a key personality formation that mediates stress factor influence on psychological well-being and success in activities

scholarly journals Theoretical aspects of the problem of psychological well-being of modern teachers

HUMANITARIUM ◽  
2019 ◽  
Vol 41 (1) ◽  
pp. 128-135
Author(s):  
Oksana Rudenko
Keyword(s):  
Well Being ◽  
Theoretical Research ◽  
Psychological Status ◽  
Professional Activity ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Ability To Act ◽  
Active Subject ◽  
Psychological Mechanism ◽  
Personal Qualities

The article presents the results of theoretical research of the problem of psychological well-being, personal qualities of the teacher highlights as the main markers that determine the choice of the positive functioning of the teacher and provide his psychological well-being. The specificity of motivating and stabilizing personal qualities highlighted in the context of personality-professional development of the teacher.The article analyzes «job satisfaction» as a component of the teacher’s subjective well-being, that reflects personal well-being in professional employment and provide its professional identity. In relation to pedagogical activity, satisfaction is determined by the relationship between the motivational value sphere of the teacher’s personality and the possibility of success of the activity in implementing the leading motives and acts like the main psychological mechanism of the behavioral substructure of self-consciousness. Emotional intelligence and developed social skills are also determinants of psychological teacher’s well-being. The problem of health are substantiated (physical, mental and social) as a professional category of well-being, the measure of a person’s ability to act as an active subject of his professional activity is substantiated; the concept of psychological status are expanded in the context of mental health of personality. The specifics of the educational environment as a system of relations of all subjects of professional activity is determined by an important determinant of psychological teacher’s well-being, which determines the success of the disclosure of their potential, satisfaction of the need for self-realization.

Growth and the Multiple Dimensions of Well-Being

2021 ◽  
pp. 1-11
Author(s):  
Valerie Tiberius
Keyword(s):  
Well Being ◽  
Philosophical Literature ◽  
Psychological Well Being ◽  
Cultural Narrative ◽  
Post Traumatic Growth ◽  
Multiple Dimensions ◽  
Post Traumatic ◽  
The Individual

What is the possible role of adversity in promoting the development of wisdom and well-being? This chapter focuses on examining psychological discussions of post-traumatic growth and discusses whether and how we would expect suffering, adversity, or trauma to push an individual in positive and negative ways, with an emphasis on multiple dimensions of psychological well-being. The chapter interweaves insights from the philosophical literature to arrive at a better understanding of whether and to what degree post-traumatic growth is likely to occur or if growth following adversity is part of the cultural narrative that does not effectively translate to the individual.

Otherness

2000 ◽  
Author(s):  
Paul A. Bramadat
Keyword(s):  
Well Being ◽  
Higher Learning ◽  
Religious Groups ◽  
Psychological Well Being ◽  
Christian Students ◽  
Values And Beliefs ◽  
Core Elements ◽  
The Many ◽  
The Individual ◽  
Many Core

Throughout the previous three chapters, I have introduced (i) the set of questions A I am asking in this book, (2) four members of the IVCF, and (3) the ways these believers communicate among themselves and with non-Christians. By now it should be clear that IVCF students often feel separated from their non-Christian peers and professors. Moreover, as I have explained, many IVCF students feel that McMaster privileges the beliefs, values, and worldviews associated with liberalism, pluralism, materialism, and permissivism. According to Reginald Bibby, this evangelical perception is largely correct: . . . Education stands out as an institution that not only has been strongly influenced by individualism and relativism but also has done much to legitimize the two themes. Indeed, the mark of a well-educated Canadian is that he or she places supreme importance on the individual while recognizing that truth is relative. To decry individual fulfilment or to claim to have found the truth would be a dead giveaway that one has not graced the halls of higher learning. (1990:71) . . . This situation marginalizes, alienates, or (to make a verb of an adjective) others evangelical students who generally do not embrace these traditions (or many core elements of these traditions). However, although it might appear that IVCF students would suffer unrelenting and agonizing psychological difficulties during their years at McMaster, the majority of IVCF members do not seem to share such an experience. On the contrary, most IVCF participants I met struck me as no less sane, healthy, contented, and well adjusted than the non-Christian students I have met during the many years I have spent in Canadian universities. In fact, I have found that, with a few exceptions, evangelicals at McMaster seem slightly “happier” than non-Christian students. This obviously unscientific impression is consistent with Frankel and Hewitt’s (1994) findings that involvement in religious groups during one’s university years is positively correlated with higher levels of physical and psychological “well-being.” This observation raises an obvious question: how do evangelicals retain these relatively high levels of psychological well-being in an institution that not only ignores their values and beliefs but also, according to IVCF students, often promotes “anti-Christian” principles? The main insiders’ (or “emic”) answer to this question is simply that well-being is a natural by-product of a personal relationship with God (Little 1988:38).

scholarly journals Resilience and disaster research

2019 ◽  
Vol 28 (3) ◽  
pp. 529-547
Author(s):  
Helena Bakić
Keyword(s):  
Disaster Preparedness ◽  
Historical Context ◽  
Well Being ◽  
Risk Groups ◽  
Mental Health Disorder ◽  
Individual Characteristics ◽  
Future Research ◽  
Psychological Well Being ◽  
The Individual

Disasters pose a significant threat to the long-term well-being of individuals, communities and societies. Therefore, studying resilience, defined as the process of maintaining and recovering psychological well-being after adversity, is crucial for disaster preparedness and mitigation. The aims of this paper are to summarize the historical context of resilience research, present the key concepts, discuss current measurement approaches and propose future research directions. Key determinants of resilience - risk, positive adaptation and resources - are discussed with the focus on studies of adults affected by disasters. This narrative review demonstrates that research up to date has focused mostly on finding the individual characteristics that predict the absence of psychopathology or mental health disorder symptoms, while other types of resources or dynamic relations between key aspects of resilience have been neglected. Future studies should aim to include multiple measurement points, high- and low-risk groups, long-term follow-up and broader perspectives on both psychological well-being and potential resources.

Sign in / Sign up

Export Citation Format

Share Document