Liminality as a condition for changing of the level of subjective vitality of a professional

The article analyzes the scientific literature on the problem of liminality as a condition for the dynamics of subjective vitality in conjunction with professional activity. The phenomenon of subjective vitality is defined as the subject's level of vital forces, which exist in him as an adaptive and personal potential, the realization of which is necessary for a person to realize his uniqueness and integrity in order to establish a correspondence between various states in the person himself, as well as with the systems surrounding him. The article substantiates its actual role in professional activity, preservation of mental and physical health, in increasing the level of psychological well-being. Taking into account the fact that a certain number of professional situations can be better understood if we consider them through the prism of liminality - an intermediate state between otherness and norms, approaches to this concept are considered. Arnold van Gennep's views that life is characterized by transitions from one social group or situation to another. Victor Turner, expanding the understanding of liminality and describing its relevance to both traditional and modern societies. The works of Homi Bhabha, in which liminality is put forward as a state that allows self-construction through the rejection of imposed forms. The three-phase structure of the liminality of L.I. Fusu. Liminality in modern psychology is a state that occurs at the moment of transition from one stage of development to another, that is, associated with life changes or developmental crises, with changes in general, or with a situation of uncertainty. The article concludes that the problem of the development of subjective vitality is interconnected with the presence of the state of liminality and the conditions of the liminal situation. Liminality acts as a psychological condition for a change in the level of subjective vitality, leading to the need to revise the attitude to life, spiritual foundations and the system of values.

The Role of Dispositional Orientations and Goal Motives on Athletes’ Well- and Ill-Being

Findings in different contexts suggest that task orientation and ego orientation are related to adaptive and maladaptive motivational patterns, respectively. In sport, these personal dispositions could influence other important variables such as the goals that athletes pursue (and why they pursue them) during the season and their well- and ill-being. The main purpose of this research was to examine the relationship between athletes’ dispositional goal orientations, their goal motives, and their reported well-being (subjective vitality) and ill-being (physical and emotional exhaustion). The study involved 414 Spanish university athletes (206 female and 208 male) with an age range of 17 to 33 years (M = 20.61; SD = 2.58) that completed a package of questionnaires at the beginning of the season. Results of path analysis revealed that athletes’ task orientation was negatively associated to physical and emotional exhaustion indirectly through autonomous and controlled goal motives. In contrast, ego orientation was positively related to physical and emotional exhaustion via its link to controlled goal motives. Athletes’ task orientation directly and positively predicted subjective vitality, even though goal motives were not significant mediators. These findings support previous evidence about the protective role of athletes’ task orientation, in contrast to ego orientation, confirming its positive relationship with well-being and its negative one with ill-being. Additionally, it extends the knowledge regarding interdependencies between goal orientations and goal motives and how both contribute to athletes’ optimal or compromised functioning.

A Study on Vitality and Happiness Levels of Sports High School Students

The present study is aimed at determining subjective vitality and subjective happiness levels of sport high school students and to examine the levels based on certain variables. Relational screening model was used in this study. The sample of the research consisted of a total of 185 students, 113 (61.1%) male and 72 (38.9%) female, who continued their education at “Trabzon Sports High School” in 2019-2020. “Personal Information Form” designed by the researcher, “Subjective Vitality Scale (SVS)” and “Subjective Happiness Scale (SHS)” were used as data collection tools in the research. It was accepted that the research data showed a normal distribution according to the skewness and kurtosis values. Accordingly, descriptive statistics were used as a statistical method in the analysis of the data, and T-Test, one-way analysis of variance (ANOVA), correlation and regression analyzes were used for independent groups.In line with the research analysis, it was found that the students of sports high schools had above-average levels of vitality and happiness. It has been observed that the subjective vitality and happiness levels are higher among male students and students affiliated with a sports club (licensed/unlicensed). In addition, it was concluded that the subjective happiness and vitality levels are higher among students who do team sports and those who have longer years of practising sports, and no significant difference was determined according to the variable of socio-economic status of the family. As a result, it was found that there was a high (.81) significant positive correlation between subjective happiness and vitality. Another important result is that subjective vitality (66%) has an important role in predicting subjective happiness.

Subjective well-being, feelings of happiness and self-attitude: the age aspect

This article presents the results of a study that combines consideration of widely known concepts (happiness, subjective well-being) with the phenomena of self-compassion and subjective vitality (as dispositions) that are relatively new for Russian psychological thought. A close connection of these parameters is postulated. The analysis of these phenomena in different age groups (adolescence (71 people); youth (48 people); adulthood (37 people), old age (10 people); the total number of respondents is 166 people). The empirical study was carried out using test methods and various criteria for statistical data processing (descriptive statistics, Kruskal–Wallis test, Spearman's test). Correlation analysis showed a different number of relationships of the studied parameters in different age groups, and a decrease in the number of relationships with an increase in the age of the respondents was noted. Significant differences were revealed in indicators of subjective well-being, self-compassion and subjective vitality (as dispositions) in different age groups. We found especially striking differences in the groups of elderly and adolescent people. The practical significance of the results appears in the possibility of their use in the counselling and training work of psychologists.

Dynamic Correlates of Novice Educational Psychologists’ Vitality as aSupra-professional Competency

На наш взгляд, важной надпрофессиональной компетенцией педагога-психолога является жизнеспособность, под которой понимается совокупность способностей и свойств личности, обеспечивающих управление своими личностными, профессиональными и социальными ресурсами для успешной адаптации, самореализации и саморазвития, а также преодоления трудных ситуаций во всех сферах профессиональной и личной жизни. Актуальность исследования определяется отсутствием в психолого-педагогической науке теоретической и эмпирической основ для осуществления индивидуального подхода в развитии жизнеспособности педагогов-психологов на этапе их профессиональной подготовки. Становление жизнеспособности личности детерминируется в том числе психодинамическими особенностями человека, что диктует необходимость учета свойств темперамента при организации процесса ее развития у будущих педагогов-психологов. Цель исследования заключалась в выявлении психодинамических коррелятов жизнеспособности будущих педагогов-психологов. Гипотеза состояла в предположении о том, что показатели жизнеспособности будущих педагогов-психологов связаны с их формально-динамическими свойствами. В исследовании были использованы опросник структуры темперамента, ОСТ-150/STQ (В. М. Русалов), опросник «Жизнеспособность личности» (А. А. Нестерова), опросник «Жизнеспособность взрослого человека» (А. В. Махнач). В статье представлены выявленные эмпирическим путем особенности жизнеспособности и темперамента будущих педагогов-психологов, а также положительные связи между интеллектуальной эргичностью, психомоторной пластичностью и скоростью, коммуникативной скоростью и показателями жизнеспособности, отрицательные корреляции между коммуникативной пластичностью и эмоциональностью с некоторыми показателями жизнеспособности будущих педагогов-психологов. Обращено внимание на необходимость дополнительных исследований потенциала высшего психолого-педагогического образования для развития жизнеспособности студентов, имеющих низкий уровень психомоторной и интеллектуальной активности при высокой коммуникативной пластичности и эмоциональности. The author of the article believes that educational psychologists’ supra-professional competencies include vitality, which is a combination of various abilities that enable one to manage one’s personal, professional and social resources for efficient adaptation, self-fulfilment and self-development as well as to enable one to successfully overcome challenges in professional and personal life. The relevance of the research is accounted for by the fact that psychology and pedagogy lack theoretical and empirical foundation for the individualized development of novice educational psychologists’ vitality during their studies. The development of one’s vitality is determined by one’s psychodynamic peculiarities. Therefore, to develop novice educational psychologists’ vitality, it is necessary to take into consideration their temperament. The aim of the research is to investigate psychodynamic correlates of novice educational psychologists’ vitality. The hypothesis of the research consists in an assumption that novice educational psychologists’ vitality indicators are related with their dynamic correlates. The research uses the Structure of Temperament Questionnaire (V. M. Rusalov), Subjective Vitality Questionnaire (A. A. Nesterva), Adults’ Subjective Vitality Questionnaire (A. V. Makhnach). The article presents empirically discovered peculiarities of novice educational psychologists’ vitality and temperament. It shows a positive correlation between intellectual ergicity, psychomotor speed and plasticity, communicative speed and vitality. It also shows a negative correlation between communicative plasticity and vitality in novice educational psychologists. The author underlines that in order to promote vitality development in students with feeble psychomotor and intellectual activities, but good communicative plasticity and emotionality, it is necessary to further investigate the potential of higher psychological and pedagogical education.

Feasibility and Effectiveness of the Web-Based WeActive and WeMindful Interventions on Physical Activity and Psychological Well-Being

This study is aimed at examining the feasibility and effectiveness of aerobic and resistance training (WeActive) and mindful exercise (WeMindful) interventions in improving physical activity (PA), psychological well-being (PWB), and subjective vitality among college students. Participants in this study were 77 college students who were randomly assigned to either the WeActive group ( n = 43 ) or the WeMindful group ( n = 28 ). The WeActive group attended two 30-minute aerobic and resistance training sessions per week, and the WeMindful group attended two 30-minute yoga and mindful exercise sessions per week for eight weeks. All participants completed the International Physical Activity Questionnaire, the World Health Organization-Five Well-Being Index, and the Subjective Vitality Scale before and after the intervention, as well as the Assessing Feasibility and Acceptability Questionnaire at the end of the intervention. The primary study outcome measures were PA, PWB, and subjective vitality. A repeated-measures ANCOVA indicated a significant main effect of time for total PA ( F = 7.89 , p = 0.006 , η 2 = 0.049 ), vigorous PA ( F = 5.36 , p = 0.024 , η 2 = 0.022 ), and walking ( F = 7.34 , p = 0.009 , η 2 = 0.042 ) in both intervention groups. There was a significant interaction effect of time and group for PWB ( F = 11.26 , p = 0.001 , η 2 = 0.022 ), where the WeActive group experienced a decrease in PWB scores while participants in the WeMindful group experienced an increase in PWB scores over time. There was a main effect of group for subjective vitality ( F = 8.91 , p = 0.007 , η 2 = 0.088 ), indicating that the WeMindful group experienced a greater increase in subjective vitality than the WeActive group. Further, the participants in both groups indicated that the synchronized and asynchronized Zoom-based WeActive and WeMindful interventions were acceptable, appropriate, and feasible for participants. This study demonstrated that mindful exercise is effective in increasing PA, PWB, and subjective vitality while aerobic and resistance training may only be effective in increasing PA.

The reciprocal relationships between social media self-control failure, mindfulness and wellbeing: A longitudinal study

This paper aims to shed light on the question whether, and how, social media self-control failure is related to mindfulness and wellbeing. Using a 3-wave longitudinal design, the present study among 594 daily social media users examined the reciprocal relationships between social media self-control failure and mindfulness, and between social media self-control failure and wellbeing (as assessed by subjective vitality and life satisfaction). Results of the random-intercept cross-lagged panel model showed that social media self-control failure has a time-invariant negative association with mindfulness and subjective vitality. No full reciprocal influence was found between social media self-control failure and mindfulness, yet part of this trajectory was observed, suggesting that social media self-control failure could impair mindfulness, which, in turn, might increase future social media self-control failure. For wellbeing, life satisfaction was found to predict subsequent drops in social media self-control failure.

Quality of the Physical Education Teacher’s Instruction in the Perspective of Self-Determination

The teacher’s instructions in physical education class have important implications for the psychological well-being of their students. The aim of this study was to analyze, under the postulates of the Self-Determination Theory (SDT), a model with the following sequence: the perception of the quality of the instructions (task presentation, amount of corrective feedback, and its legitimate perception) generated by the physical education teacher, the satisfaction of the three basic psychological needs and the subjective vitality in young students. The participants were 890 students (462 males and 428 females) of primary level from the metropolitan area of Monterrey, Mexico, between ages 11 and 13 (M = 11.36; SD = 0.49). The structural equation modeling showed positive and significant associations in all model interrelations, that is, task presentation and the amount of corrective feedback (B = 0.88, p < 0.001), and this in turn with legitimate perception (B = 0.81, p < 0.001); the legitimate perception of feedback and the satisfaction of the need for autonomy, competence, and relatedness (B = 0.63, p < 0.001; B = 0.90, p < 0.001; B = 1.01, p < 0.001, respectively); finally, the satisfaction of the three psychological needs and the subjective vitality (B = 0.12, p < 0.01; B = 0.43, p < 0.001; B = 0.24, p < 0.001, respectively). Therefore, the importance of a quality task presentation, as well as providing corrective feedback based on support for autonomy, is evident, so that students perceive it legitimately and thus facilitate the satisfaction of their basic psychological needs and in consequence, indicators of psychological well-being such as subjective vitality.

Flourishing: Role of Perseverance and Passion for Long-Term Goals in Relation to Subjective Vitality

Several psychosocial factors contribute to flourishing which is a state of optimal human functioning. The objectives of this study were to explore the relationship between grit, vitality and flourishing; and to assess the impact of grit and vitality on flourishing. A correlational design was used to collect data from 449 participants (211 women and 238 men) aged between 18-57 years. The Flourishing Scale, the Grit Scale and the Subjective Vitality Scale were administered. The obtained data were scored and analyzed suitably. Results revealed positive relationships between all the variables. Further, hierarchical multiple regression analyses showed that grit and vitality significantly predicted flourishing. Results from this study indicate the need to further investigate the impact of grit and vitality on an important positive psychological construct like flourishing. Key words: flourishing, grit, vitality, regression, correlation, well-being.