Sense of Ownership Realization in Social Practices: Prospects for Research and Practical Application

The article considers the directions of further research development on the implementation of a sense of ownership in various spheres of life and social practices of an individual. It is shown that in addition to the positive impact, the feeling of ownership has its negative side. This raises the question of formation optimal level and manifestation of ownership, what negative and positive consequences an excessive manifestation of ownership can have, what a violation or immaturity of ownership can lead to. It is determined that most research on the psychological nature of property focuses on its individual manifestation. However, it requires a detailed study, including the empirical, how the collective sense of ownership differs from individual and collective and whether it contributes to the effectiveness of collective action. The issue of the impact of new forms of consumption on the living sense of ownership and the attentiveness of intangible property, especially in the conditions of virtual reality, is raised separately. Prospects for further scientific research and possible areas of practical application of the developed author's concept of an ownership sense realization in social practices are outlined. Based on a critical analysis of existing empirical research and reflective consideration, the following areas of further research are proposed: manifestation of material things ownership, territory, money, social relations, own body, virtual environment, civic sphere, as well as opportunities to use the data in both individual and group psychotherapeutic work, counseling and coaching. The necessity of introducing a scientifically substantiated concept into the daily practice of psychologists-practitioners is substantiated.

Ecological Worldview Position and Personal Norms in the Regulation of Ecologically Significant Behavior

The work verifies the leading role of the ecological position (I. Kryazh) as part of the process of activating personal norms as a factor of pro-environmental behavior. The ecological worldview position is revealed through giving the “status” the main source of life support for the biosphere or money, which determines different assessments of ecological reality. To study personal norms, the modified Rosenzweig Picture-Frustration Study (I. Kryazh, 1995) was used. The sample consisted of 161 respondents. Structural equation modeling (SEM) techniques were used in testing of regulation models of pro-environmental behavior. It has been revealed that the ecological position has an indirect impact on pro-environmental behavior – through promoting pro-environmental norms and social norms of interpersonal communication. In so doing, the biospheric orientation reinforces the willingness to protect of the norm, which, in turn, enhances the assessment of the situation in which harm caused to nature or people is abnormal. Therefore, the realization of the biospheric position through the adoption of the role of defender of the norms of justice facilitates activation of the personal pro-environmental norms and so that supports pro-environmental behavior at the household. The adherence to pro-social norms of interpersonal communication has become an incentive for pro-environmental behavior at the household, if it opposed the neglect of the rights of others. When the prosocial position in interpersonal communication is just adopted under social pressure (the desire not to stand out, follow the rules of society, or unwillingness to be in the shoes of the accused), this will negatively occur on pro-environmental behavior at the household.

Theoretical Model of Behavioral Consequences of Faith in Conspiracy Theory

The article analyzes researches of recent years on the current issues of studying psychological features of faith in conspiracy theory. It is noted that the relevance of this issue is determined by the lack of thorough theoretical and empirical research on the above issue. The authors for the first time reviewed and generalized analysis of socio-psychological predictors of belief in conspiracy theory and its behavioral consequences. It is determined that belief in conspiracy theory is associated with socio-political conditions (stressful situation of uncertainty in society, distrust of power, low social status, political cynicism, low level of education, etc.), individual psychological (schizotypal traits, neuroticism, mistrust, anxiety, insecurity, narcissism) and cognitive factors (conspiratorial type of thinking, etc ..) Analysis of literature revealed a number of positive and negative consequences of faith in the theory of conspiracies, which are sometimes contradictory. The result of this analysis is the proposed theoretical model of behavioral consequences of faith in conspiracy theory. In addition, the authors emphasize the generalization of the study results of conspiracy theories impact related to the spread of the COVID-19 virus on the implementation of preventive measures by the population. It is noted that people with a high conspiracy mentality are more likely to engage in abusive prevention behaviors, but are less likely to adhere to government-initiated preventive behaviors, although the perceived risk of death and motivation to defend themselves can minimize this trend.

"Sister with Sister, Like a Fish with Water": Individual Psychological Characteristics and Relationships of Women-Siblings Depending on the Growth Conditions in Their Family

Relationships and individual psychological features of siblings are one of the least studied areas of family psychology. The purpose of this study was to determine the characteristics of interpersonal relationships of sisters, the connection of these relationships with the order of sisters’ birth, other probable family factors and the ability of sisters to coquetry. Methods: 1) Osgood's method of semantic differential was used to identify attitudes towards herself and her sister; 2) the form of growth factors in the family developed by the authors, and 3) questionnaire of women’s adaptive potential in relationship with men (questionnaire of women coquetry) to measure the ability to coquetry of O.L. Lutsenko, V.V. Volchanova. The form collected data about women’s age, education, social status, presence and number of children, marital status, presence of divorce in the parental family, religious affiliation and the degree of religion significance in life (open questions). Questions with a 5-point Likert scale were about: satisfaction with physical condition (health status), satisfaction with financial status, satisfaction with social relations, spiritual satisfaction, the degree of attachment to a sister, father, mother; degree of support from the father, mother; degree of competition with a sister in childhood - up to 18 years old; the degree of envy (unfair luck) towards the sister; degree of loyalty to free discussion of sexual topics in the family; the degree of participation in the teaching of coquetry by a sister, mother, others. As a result, the adaptive and compensatory role of female coquetry to increase the financial position of women was confirmed. In conditions of low welfare, lack of parental support, the degree of coquetry increases. Mother also teaches her daughter more coquetry in the case of divorce. Women value learning to be coquettish: a sister rates her sister higher if she teaches her to be coquettish. The highest level of coquetry is associated with the perception of herself as a strong woman, i.e. as a resource. The assessment of a sister’s activity was found to be included in various relationships with other family factors, which indicates the importance of this characteristic in the relationship of female siblings. When sisters have the greater age difference, they treat each other better, that was explained by the reduction of competition between them. The older sister traditionally performs more functions in the family, because of which she may feel more envious of her sister, jealous of her mother, and consider herself as more active. At the same time, older sisters treat younger ones better, evaluate them higher than their younger counterparts.

Students’ Environmental Attitudes in the Context of Education for Sustainable Development

The results of two empirical studies of environmental attitudes and pro-environmental behavior of students studying in different fields (samples of 230 and 132 students) are considered. The features of ecological representations of students of ecological specialties at the beginning and at the end of vocational training are determined. Comparison of the effectiveness of professional ecological education and biological education as education for sustainable development indicates a more pronounced impact of ecological education on the formation of pro-environmental attitudes and readiness for pro-environmental behavior. The dynamics of the attitude to global environmental changes among students of the Faculty of Ecology is determined: from consumer attitude to nature, which is combined with a relatively strong belief that money is the key to solving environmental problems, environmental students come to believe in the priority of the world environmental problems. Changes in worldviews are accompanied by an intensification of pro-ecological behavior in everyday life. The impact of ecological education as the education for sustainable development on personality attitudes manifests itself in two ways - in attitudes to the problem of environmental change and in attitudes toward the natural world. The awareness of the importance of anthropogenic environmental change is accompanied by the clarifying of ideas about money as a universal means of solving environmental problems and the awareness of the importance of environmental change not only for humans but also for other species. An important result of these changes is the increased pro-environmental orientation of everyday behavior.

Existential Factors of Subjective Well-Being Among Student’s Youth

The article examines different approaches to the study of subjective well-being, with a focus on existential aspects, namely the role of existential content for the emotional and cognitive components of subjective well-being. The empirical study was performed on a sample of student youth. 64 students of Kharkiv National University by V.N. Karazin, aged 17 to 23 years old took part in our research. Tests that were used in this research: the test of existential motivations of A. Lengle and P. Edhard, the scale of subjective well-being Perrudel-Badoux, Mendelsohn, the scale of life satisfaction E. Diener. The nature of the correlations between the four existential motivations and existential fulfillment with the level of subjective well-being and life satisfaction is established, as well as the coefficients of regression of existential motivations at the level of subjective well-being and life satisfaction. In general, existential fulfilment is a precondition for ensuring a high level of subjective well-being and life satisfaction. Existential fullness has been shown to have a greater effect on the emotional component of subjective well-being than on cognitive satisfaction with life, with a tendency for fundamental motivations to affect different components of subjective well-being. The nature of the connections between the four existential motivations and existential fullness in general with the indicators of subjective well-being and life satisfaction has been established. There have been constructed regression models that describe the importance of fundamental motivations for subjective well-being and life satisfaction in the studied age group. It is determined that existential motivations, which reflect the fundamental trust in the world and the formed image of a meaningful future, have a significant influence on the formation of subjective well-being and life satisfaction in student’s youth.

The Scale "New Ecological Paradigm": Use Experience in Ukraine

The results of adaptation and use of the scale "New ecological paradigm" (NEP) are presented. In 2010-2017, 862 people, 547 women and 315 men aged 17 to 80 took part, including 622 students of various specialties and 254 adults of different social status. The Russian version of the NEP-R scale was used. In 2021, the Russian-language and Ukrainian versions of the NEP sample were used - 41 people (27 women and 14 men aged 17 to 49). The sample was randomly divided into two groups (20 people - 23 women and 7 men and 21 people - 24 women and 7 men), so that all respondents completed both versions of the scale with an interval of two weeks, but in one group initially worked with the NEP -U, and then with NEP‑R, and in the second group - on the contrary. The results of psychometric verification of the Ukrainian-language and Russian-language adaptations of the scale are given, their compliance with the English-language version in terms of reliability-consistency, rather high test-retest reliability is shown. The verification of the convergent reliability of the scale confirmed its focus on identifying a worldview ecological attitude that responds to the environmental concerns and expresses anxiety about environmental risks, interest in environmentally relevant information, recognition of their connection with the environment, and readiness for eco-friendly behavior. The calculated percentiles for the overall NEP indicator allow determining the level of respondent’s environmental concern taking into account his gender. The overall NEP indicator is valid for predicting concern of environmental risks and individual readiness to participate in social projects aimed at eco-conservation.

Reflecting of the Life Path: Phase-Strategic Structure

The article presents a phase-strategic model of the life path reflecting, the features of its components manifestation at different stages of the life path, the associations between its components and other characteristics of the life course. The study involved 296 participants: 220 are at the start stage of their life path, 46 are at the culmination stage, 30 are at the finish stage. The key method for collecting data was a written story about yourself and your life. Content analysis was used for data processing. Also, a number of psychodiagnostics tests was used to measure individual characteristics of the life path. In the phase-strategic structure of the life path reflecting, three structural and functional components are distinguished: exposition – actualization of meanings and senses; problematization – emergence of a conflicting, contradictory meaning, sense; decision-choice – rethinking the situation, the emergence of a new meaning, sense. It is shown that the identified strategies-phases have features of manifestation at the different life path stages: at the start stage, persons are more inherent in exposition, at the culmination stage – problematization, at the finish stage – decision-choice. The associations between the phases-strategies of reflecting and other characteristics of the life course have been established. The positive perception of his life path and himself is highly expressed in the phase of exposition, it significantly decreases in the phase of problematization and it rises again in the phase of decision-making. That is, in the phases of exposition and decision-making, the person believes that his life corresponds to his ideas, it is constructive, he can experience it fully and holistically, be independent, competent and confident. In the problematization phase, the person is dissatisfied with his life, and perceives himself as powerless and unable to overcome life difficulties and build quality relationships with people.

Features of the Relationship Between Metacognitive Monitoring and Metacognitive Control

The research studies the peculiarities of the relation between metacognitive monitoring and metacognitive control. The study focuses on some theoretical and methodological aspects of the relationship between metacognitive monitoring and control. The article presents an analysis of metacognitive monitoring and control concepts, their distinct functional features, the processes of their functioning, and the peculiarities of the interaction between these components of metacognition. Metacognitive monitoring as a subjective assessment of one's own cognitive processes and knowledge cannot be considered separately from metacognitive control over the strategic regulation of cognitive operations and resources. As a result, metacognitive monitoring processes are an important condition for updating metacognitive control. Thanks to properly organized highly effective metacognitive monitoring, students can at the metacognitive level study cognitive features of knowledge acquisition and use appropriate learning strategies. With the help of metacognitive control, students can use metacognition to regulate their own activities at the cognitive level. The need to study the features of this interaction was due to the importance of continuing the theoretical analysis of the basics of metacognitive monitoring, substantiation of its components, clarifying of the relationship with the effectiveness of educational activities and etc. The results of the theoretical analysis found in the study play a significant role in this relationship understanding. We can assume that the results of the theoretical analysis found in the study play a significant role in the process of understanding such issues.

Factors of Psychological Readiness of Student Youth for Tutoring for People with Disabilities

In the time of higher education modernization, which is focused on individual trajectories and the formation of personality on the basis of its capabilities and abilities, a new role is acquired by a new type of activity – tutoring. In European leading countries, this type of support for people with disabilities has proven its effectiveness, but in Ukraine it is not widely known. The article presents the results of an empirical study of the psychological readiness in young students to become tuitors for people with disabilities. The sample was consisted of 68 students O.M. Beketov National University of Urban Economy in Kharkiv. The research has shown that tutoring is a new and exciting phenomenon that gives students the opportunity to experience mentoring, including students with disabilities. At the same time, psychological readiness for such activities is at a low level, which is caused by the insufficient level of awareness of functional responsibilities of a tutor, a clear ultimate goal, and so on. There are four factors in the structure of psychological readiness for tutoring students with disabilities: “Prosocial Orientation to Help”, “Academic Orientation”, “Social Intuition” and “Communicative Competence”. Given the psychological characteristics of students with disabilities, their support should be significantly different from the educational support of relatively healthy students. The data obtained can be included in the development of a comprehensive program to study the psychological readiness for tutoring people with disabilities.