PSYCHOLOGICAL FACTORS OF STUDENT’S SOCIAL ACTIVITY

Anastasiia Bazilenko, Nataliia Barna, Olga Lytvynenko

Abstract


This article describes the structure of psychological factors influencing students’ social activity and empirical results of its research. The psychological factors that promote the development of social activity and those that inhibit it have been characterized. The personal favorable factors of social activity include: students’ psychological attitudes towards the value of social activity; feeling like a full member of the student group; positive personal experience; formed social abilities; the desire for self-realization, self-knowledge, self-creation, self-regulation; sense of personal value; awareness of the positive resources available and opportunities for their actualization; self-belief; self-promotion; comprehensive ideas about social activity and its factors; ability to take initiative in the social sphere; ability to self-regulate. The factors that slow down students’ social activity are: wrong profession, despair in others, despair in social ideals, attitudes that make a person inflexible to changing conditions, absence or weakened sense of social responsibility.

Keywords


social activity, students, psychological factors

References


Barclay, P., Van Vugt, M., Schroeder, D., & Graziano, W. (Eds.) (2015). The Evolutionary Psychology of Human Prosociality: Adaptations, Byproducts, and Mistakes. The Oxford Handbook of Prosocial Behavior (pp. 37-60). Oxford: Oxford University Press.

Bazilenko, A. K. (2014). The Features of Operational Component of Social Activity of Students’ Youth. Social welfare: interdisciplinary approach, 4(2), 57-67.

Bazilenko, A. K. (2017). The Features of Cognitive and Reflexive Component of Social Activity of Students’ Youth. Monthly scientific journal “Scientific-researches”, 6, 18-26.

Cicognani, E., Pirini, C., & Nosratabadi, M. (2008). Social Participation, Sense of Community and Social Well Being: A Study on American, Italian and Iranian University Students. Social Indicators Research, 89, 97-112.

Donnellan, M. & Robins, R. (2009). The Development of Personality Across the Lifespan. In P. J. Corr & G. Matthews (Eds.). The Cambridge handbook of personality psychology (pp. 191-204). New York, NY: Cambridge University Press.

Geukes, K. & Back, M. D. (2017). Analyzing Processes in Personality Development. Across the Lifespan. Retrieved from https://www.sciencedirect.com/science/article/pii/B9780128046746000284?via%3Dihub.

Gromova, T. V. (2007). Current Aspects of the Formation of Professional Readiness of the High School Teachers to Work in the System of Distance Learning. Samara, Glagol.

Khaikyn, V. L. (2000). Aktivnost (kharakteristika i razvitie) [Activity (characteristics and development]. M.: Moskovskiy psykhologo-sotsyalny institut [Moscow Psychological and Social Institute], Voronezh: izdatelstvo NPO “MODEK”.

Kong, F., Ding, K. & Zhao, J. (2015). The Relationships Among Gratitude, Self-esteem, Social Support and Life Satisfaction Among Undergraduate Students. Journal of Happiness Studies,16, 477-489.

Ksenofontova, E. H. (1999). Issledovanie lokalizatsii kontrolia lichnosti – novaia versiya metodiki ‘Uroven subyektyvnogo kontrolia’ [Research on the localization of personality control – a new version of the method “Level of Subjective Control’]. Psikhologicheskiy zhurnal [Journal of Psychology], 20, 2, 103-114.

Lent, R. W., Taveira, M. C., & Pinto, J. C. (2018). Test of the social cognitive model of well-being in Portuguese and Brazilian college students. Journal of Vocational Behavior, 109, 78-86.

Magomed-Eminov, M. S. (1988). Test motivatsii affiliatsii [Test of affiliation motivation]. Praktikum po psikhodiagnostike [Workshop on psychodiagnostics]. Psikhodiagnosticheskie materialy [Materials on psychodiagnostics]. M.: Izd-vo Moskovskogo universiteta [Moscow University Press].

Raygorodsky, D. Y. (2001). Prakticheskaya psikhodiagnostika [Practical Psychodiagnostics]. Metodyky y testy: uchebnoe posobye [Methods and tests: textbook]. Samara: Bakhrakh-M.

Smirnov, V. A. (2014). Youth Policy: the Experience of System Description. Sotsiologicheskie issledovaniya, 3, 72-80.

Shamionov, R. M., Grigoryeva, M. V., & Grigoryev, A. V. (2014). Influence of beliefs and motivation on social and psychological adaptation among university students. Procedia-Social and Behavioral Sciences, 112, 323-332.

Shutenko, E. & Shutenko, A. (2015). Sociocultural Constructs of the Higher School’s Innovative Potential. Journal of Psychology and Behavioural Science, 3,1. 44-49.

Sopov, V. F. & Karpushyna, L. V. (2001). Morfologicheskiy test zhiznennykh tsennostey [Morphological test of life values]. Prikladnaya psikhologiya [Applied Psychology], 4, 9-30.




DOI: http://dx.doi.org/10.21277/sw.v2i9.500

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Siauliai university