Proceedings of the National Aviation University. Series: Pedagogy, Psychology

Analysis of the quality of electronic educational resource collections

Ірина Варава, Андрій Гуралюк, Олексій Шило — Thu, 25 Dec 2025 00:00:00 +0200

The article analyzes contemporary approaches to ensuring the quality of electronic educational resources (EERs) and digital collections in the context of digital transformation in education. The paper reveals that despite existing international standards (ISO/IEC 19796, ISO 27730:2012, NISO recommendations), they do not fully cover the specific pedagogical, methodological, and didactic requirements essential for the effective use of EERs in higher education. The rapid growth in the volume of digital materials does not guarantee their quality, and the lack of unified evaluation criteria complicates the selection, systematization, and integration of such resources into the educational process.

The study substantiates the need to view an EER collection as a comprehensive system, the quality of which is determined by five key aspects: conceptual and objective clarity, structural organization, internal consistency, functional stability, and alignment with user needs. The five key system-forming components are discussed: conceptual clarity, organizational and structural quality, resource consistency and complementarity, functional sustainability and update mechanisms, and user orientation. The proposed approach emphasizes that a quality collection acts not merely as a repository but as a structured educational tool.

Furthermore, the paper outlines 14 key criteria suitable for expert evaluation of virtual EER collection displays, including intuitiveness, accessibility, adaptability, visualization quality, interactivity, and search functionality. The proposed systemic approach creates a foundation for developing a model for the comprehensive assessment of EER collection quality, thereby enhancing the effectiveness of their utilization in higher education institutions.

CONCEPTUALIZATION OF THE ROLE OF SOFT SKILLS IN THE TRANSFORMATION OF A HIGHER EDUCATION LECTURER'S PROFESSIONAL ACTIVITY

Наталія Заєць — Thu, 25 Dec 2025 00:00:00 +0200

The article examines the role of soft skills in the transformation of the professional activity of a modern higher education institution lecturer in the context of educational digitalization and changes in the educational paradigm. The main theoretical approaches to the conceptualization of soft skills are analyzed, and their structure and specific features in the professional activity of higher education lecturers are outlined. The relationship between the development of soft skills and the effectiveness of pedagogical activity, lecturers’ capacity for innovation, adaptability to educational changes, and the creation of a student-centered learning environment is revealed. The aim of the study is to provide a theoretical substantiation and conceptualization of the role of soft skills in the transformation of the professional activity of higher education lecturers under conditions of a shift in the paradigm of professional interaction.

The objectives of the study include conducting a theoretical analysis of the essence and structure of soft skills in the context of lecturers’ professional activity; analyzing the peculiarities of the transformation of lecturers’ professional activity in response to contemporary educational challenges; and systematizing the key soft skills necessary for effective pedagogical activity in the modern educational environment. To achieve the stated objectives, the following research methods were employed: analysis of scientific literature, theoretical methods (analysis and synthesis), and pedagogical observation. The findings demonstrate that soft skills constitute an integral component of the professional competence of higher education lecturers and act as a catalyst for the transformation of pedagogical activity from a traditional knowledge-transmission model to the facilitation of learning and the personal development of higher education students.

THE ROLE OF EMOTIONAL INTELLIGENCE IN THE FORMATION OF STUDENTS’ CROSS-CULTURAL COMPETENCE: CHALLENGES OF GLOBALIZATION AND INTERCULTURAL COMMUNICATION

Юлія Косенчук — Thu, 25 Dec 2025 00:00:00 +0200

The article presents a theoretical and empirical analysis of the role of emotional intelligence in the formation of students’ cross-cultural competence in the context of globalization and the intensification of intercultural communication. Modern scientific approaches to understanding emotional intelligence and intercultural competence are summarized; their structural components and psychological mechanisms of interrelation are outlined. The key psychological and social factors determining the effectiveness of intercultural interaction in the student environment are identified.

The purpose of the study is to investigate the relationship between the level of emotional intelligence and the level of students’ cross-cultural competence, as well as to analyze effective methods for their development in the educational process. To achieve this goal, theoretical analysis of scientific sources, questionnaires and student surveys, training and interactive methods, as well as methods of statistical data processing, including correlation and comparative analysis, were used.

The research results indicate that emotional intelligence acts as one of the leading factors in the formation of cross-cultural competence, as it facilitates the development of empathy, tolerance, emotional self-regulation, and behavioral adaptability in a multicultural environment. The effectiveness of using training programs, role-playing games, case studies, and reflective exercises to improve students' emotional intelligence and intercultural skills is substantiated.

Conclusions. It is concluded that integrating the development of emotional intelligence into the educational programs of higher education institutions creates conditions for the systematic formation of cross-cultural competence and increases students' readiness for intercultural communication in the globalized educational space.

FEATURES OF THE SYSTEM OF VALUE ORIENTATIONS OF PSYCHOLOGY STUDENTS IN THEIR FIRST AND FOURTH YEARS

Наталія Гордієнко, Наталія Проскурка — Thu, 25 Dec 2025 00:00:00 +0200

The article examines the peculiarities of the value orientation system of psychology students, its impact on their professional activity, and opportunities for developing these values in the learning process. The study of these changes is particularly important for psychology students, as they are future specialists who will play a key role in overcoming the psychological consequences of war and rebuilding the country. In wartime, values such as patriotism, civic responsibility, empathy, and willingness to help become increasingly relevant. The aim of the study was to examine the impact of professionalization (comparison of 1st and 4th year students according to the system of value orientations using M. Rokich's methodology). The results showed that in the hierarchy of thermal values (life goals) for both groups, “health” and “love” dominate, emphasizing the priority of personal well-being and relationships in times of crisis. However, significant differences were identified: first-year students highly value creativity, while for fourth-year students this value is relegated to the bottom of the list. In terms of instrumental values (means of achieving goals), first-year students emphasize “honesty,” “independence,” and “cheerfulness,” while fourth-year students emphasize “education,” “self-control,” and “good manners.” This shift in priorities indicates the influence of the educational process and professional training, where senior students value the qualities necessary for effective psychological work.

Thus, the study confirms that in the context of war and professional training, there is a dynamic change in the value orientations of psychology students. These changes are important for their future as specialists who will work on the psychological recovery of society.

Further scientific work should focus on studying the influence of external circumstances, especially war, on the formation of young people's life priorities.

ART THERAPY FLASH MOB AS A MEANS OF REDUCING ANXIETY IN CHILDREN

Олена Дацун — Thu, 25 Dec 2025 00:00:00 +0200

The article presents an analysis of art therapeutic flash mob as a form of psychological support and a means of reducing anxiety in children in conditions of full-scale invasion. The relevance of the study is due to the increase in the level of anxiety manifestations in childhood and the limited possibilities of using traditional verbal methods of psychological assistance in crisis situations.

The purpose of the article is substantiation of the potential of an art therapy flash mob as an accessible and safe tool for emotional support for children using the example of the author's flash mob "Thoughts about Mriya", dedicated to the image of the AN-225 "Mriya" aircraft, which emerged in the first days of the full-scale invasion.

To solve the tasks set, the following were used research methods: analysis of scientific literature; logical-structural modeling for developing a flash mob; methods for collecting statistical data on the dissemination of information in social networks; method of observing emotional states in children; analysis of activity products (drawings) when performing the developed correction tasks. Results: the predominance of bright colors, holistic images and the absence of pronounced signs of aggressiveness or increased anxiety in children's works allow us to consider the art therapy flash mob as a stabilizing and resourceful form of creative activity. Quantitative and qualitative indicators of the spread of the flash mob indicate its compliance with the current emotional demand of society and its potential as a tool for primary psychological support for children. Conclusions: art therapy flash mob can be effectively integrated into the practice of psychological assistance, psychoeducation, and educational initiatives as an additional means of prevention and reducing anxiety in children in times of crisis social changes.

THE CONNECTION BETWEEN INTRAPERSONAL CONFLICT AND IDENTITY CRISIS IN ADOLESCENCE

Наталія Демченко, Карина Кошель — Thu, 25 Dec 2025 00:00:00 +0200

The article presents the results of a theoretical and empirical study on the psychological features of intrapersonal conflicts in youth. The relevance of the work is driven by the fact that under the conditions of modern social transformations, war, and instability in Ukraine, the process of self-determination among young people is significantly complicated, taking on the characteristics of an acute existential contradiction. Internal conflict is viewed by the authors not only as a source of tension but also as a mechanism of personal growth closely linked to the formation of ego-identity.

The aim of the article is to identify the nature of the relationship between identity statuses and the specifics of intrapersonal conflicts, self-attitude, and life-meaning orientations of students. The empirical study was conducted on a sample of 60 respondents using a psychodiagnostic complex: J. Marcia’s Ego Identity Status measure, the Self-Attitude Test, and the Purpose-in-Life Test. Statistical data processing was performed using the Shapiro-Wilk normality test and Pearson correlation coefficient.

The research results showed that the dominant status in the sample is "Achieved Identity" (56%). This fact is interpreted as a specific adaptive response of youth to crisis conditions: the need for rapid maturation and building internal supports reduces the time for "moratorium" (search), which accounted for only 15%. Correlation analysis allowed establishing that identity status directly determines the content of the internal conflict. It was revealed that "Identity Diffusion" has significant negative correlations with self-respect and life goals against the background of a positive correlation with self-blame, indicating the experience of conflict as a state of disorientation. The "Moratorium" status is accompanied by a high level of self-criticism, reflecting conflict as an active search. The phenomenon of "latent conflict" was recorded in individuals with "Foreclosure," manifested through a link with self-blame despite external stability. In contrast, "Achieved Identity" has stable positive correlations with autosympathy and life meaningfulness. It is concluded that the successful resolution of the identity crisis transforms the destructive potential of internal conflict into a development resource, ensuring the psychological resilience and agency of the personality.

MULTI-LEVEL MONITORING OF THE DEVELOPMENT OF PRESCHOOL CHILDREN IN EDUCATIONAL LOCATIONS USING THE “2 ON 2” MODEL AS THE BASIS OF STRATEGIES FOR SUPPORTING MENTAL HEALTH AND OVERCOMING EDUCATIONAL LOSS

Ольга Косенчук, Наталія Тарнавська — Thu, 25 Dec 2025 00:00:00 +0200

The article presents the results of a multilevel monitoring of preschool children’s development under conditions of short-term attendance at educational locations based on the “2 on 2” model, implemented in Ukraine during the period from September 2024 to February 2025 (second wave). It is shown that the short-term organization of the educational process makes it possible to identify learning losses and gaps, plan psychological and pedagogical support, intensify the educational process, and increase its effectiveness.

The structure of the multilevel monitoring is outlined, encompassing three interrelated levels: (1) monitoring the child’s development across key domains and indicators; (2) organizational and methodological support aimed at the development of programmatic and methodological resources, professional growth, and psychological support for project participants; and (3) assessment and strengthening of the resources of the educational environment, taking into account the specifics of the “2 on 2” model.

The research design, sample, and methods of data collection, aggregation, and interpretation are described. Statistical results of the baseline monitoring are presented, indicating the presence of systemic learning losses and gaps.

A comprehensive model for supporting and maintaining children’s mental health and overcoming learning losses is introduced, integrating psychological-pedagogical, organizational, and environmental strategies. It is demonstrated that the implementation of this model contributed to positive developmental dynamics in children, as confirmed by the results of the final monitoring, and attests to its effectiveness under conditions of wartime crisis.

RESEARCHING FAMILY STORIES USING THE GENOGRAM: FORMING A NEW QUALITY OF FAMILY RELATIONSHIPS THROUGH NARRATIVE RECONSTRUCTION OF CONTEXT

Маріанна Лапіна — Thu, 25 Dec 2025 00:00:00 +0200

The article examines the problem of improving the quality of family relationships through the narrative reconstruction of the context of family histories. Under current wartime conditions, Ukrainian families are experiencing significant transformations, acute crises, and forced changes that profoundly affect their cohesion and psychological resilience. In such circumstances, the importance of restoring emotional connections, developing new models of mutual understanding, and reinterpreting family experience as a crucial condition for maintaining and rebuilding individual psychological resources becomes especially pronounced.

The study of intergenerational ties and the reinterpretation of family narratives offer opportunities for a deeper understanding of the dynamics of family relationships. This, in turn, facilitates more effective coping with the complex social processes that Ukrainian society is undergoing today and provides the foundation for developing adaptive and supportive models of interaction within families.

Research aim. The aim of the study is to analyze how shifting the context of clients’ family histories contributes to the emergence of new meanings, which subsequently leads to the restoration or improvement of family relationships.

Methods. The research employed a qualitative approach based on the analysis of psychotherapeutic cases. The primary tool was the genogram, which enabled the structuring of information about intergenerational connections and events, as well as the identification of recurring patterns. Additionally, a narrative approach was used to explore meaning-making processes and their transformation in the course of therapy. The analysis was conducted within the framework of M. Bowen’s family systems theory and the constructivist ideas of L. Hoffman and W. Ludwig.

Conclusions. The findings indicate that reinterpreting and assigning new meanings to family histories within systemic family therapy serves as a key mechanism of therapeutic change. This process contributes to the improvement or restoration of family relationships, enhances the level of differentiation, and fosters the development of more flexible and adaptive models of family interaction.

TECHNOLOGIES OF MASS CONSCIOUSNESS MANAGEMENT

Тамара Михеєва — Thu, 25 Dec 2025 00:00:00 +0200

У статті розглядаються технології управління масовою свідомістю та їх деструктивний вплив на етнонаціональну ідентичність студентської молоді. Проаналізовано систему маніпулятивних технік (замовчування інформації, створення фейків, перебільшення, навішування ярликів, маніпуляції зі статистикою, рефреймінг), що використовуються для трансформації суспільної думки. На основі методики В. Предко «Психологічний вимір виявів етнонаціональної ідентичності» визначено критичні точки вразливості особистості до інформаційно-психологічного впливу через п'ять механізмів: когнітивно-семантичний, афективно-емоційний, аксіологічний, етно-історичний та інтегративний. Окрему увагу приділено феномену історичної пам'яті як фундаментального духовно-практичного чинника, що забезпечує ідентифікацію особистості та нації.

Мета статті – виявлення рівня сформованості етнонаціональної ідентичності студентської молоді, визначення критичних точок її вразливості до маніпулятивних технологій управління масовою свідомістю та розробка теоретичної моделі взаємозв'язку механізмів інформаційно-психологічного впливу з компонентами етнонаціональної ідентичності.

Завдання дослідження: Здійснити емпіричне дослідження рівня сформованості етнонаціональної ідентичності у студентів-майбутніх практичних психологів за методикою В. Предко. Розробити комплексну теоретичну модель взаємозв'язку маніпулятивних технік управління масовою свідомістю з компонентами етнонаціональної ідентичності. Визначити критично вразливі точки етнонаціональної ідентичності студентської молоді. Для досягнення поставленої мети були використані такі методи дослідження: науковий аналіз, систематизація, узагальнення, порівняння, анкетування.

У результаті проведеного дослідження було проаналізовано структуру етнонаціональної ідентичності досліджуваної вибірки, розроблено комплексну модель взаємозв'язку маніпулятивних технік та компонентів етнонаціональної ідентичності, виявлено критично вразливі точки.

Висновки. Результати емпіричного дослідження засвідчили критичну деформацію структури етнонаціональної ідентичності у вибірці майбутніх практичних психологів, зокрема компонент «Традиції» виявив 51% низьких показників. Водночас виявлено високий вплив засобів масової інформації (53% високих показників), що підтверджує витіснення традиційних каналів соціалізації медіапростором. Лише 20% вибірки володіють достатньою резистентністю до маніпулятивних впливів, тоді як 80% перебувають у зоні підвищеного ризику.

PSYCHOLOGICAL SUPPORT FOR THE DEVELOPMENT OF THE “PROFESSIONAL SELF” IMAGE IN STUDENTS OF AVIATION SPECIALITIES

Марія Патруль, Любов Долинська — Thu, 25 Dec 2025 00:00:00 +0200

The article presents a theoretical justification of the directions and means of psychological support for the development of the “professional self” image in students of aviation specialties. It summarizes scientific approaches to studying the “professional self” image and outlines the specifics of professional activity in the aviation field, which necessitate the comprehensive development of the cognitive, emotional-evaluative, and behavioral components of the “aviation specialist” image. The importance of using socio-psychological training as a key tool in the structure of psychological support for future specialists is substantiated.

The aim of the study is to theoretically model the process of forming the “professional self” image in students of aviation specialties. The research procedure included the analysis and systematization of scientific sources, modeling the content of psychological support, and structuring a training program aimed at developing professional self-awareness, emotional-regulatory, and behavioral-activity aspects of professional development.

The conclusions emphasize the importance of psychological support in the formation of a holistic, harmonious “professional self” image in students of aviation specialties, as well as the prospects for further empirical research on the effectiveness of the proposed model and the developed training program.

HUMAN INTERACTION WITH ARTIFICIAL INTELLIGENCE SYSTEMS UNDER STRESS: TRUST, ERRORS, AND COGNITIVE DECISION-MAKING MECHANISMS

Любов Помиткіна, Едуард Помиткін, Анжеліка Кокарєва — Thu, 25 Dec 2025 00:00:00 +0200

The article highlights the study of psychological mechanisms of human interaction with artificial intelligence (AI) systems under stressful conditions. The aim of the article was to: analyze the psychological mechanisms of human decision-making under stress; identify types of trust errors and algorithmic dependence; and propose a model of cognitive processes that determine the quality of decisions in human-machine systems. Special attention was paid to the phenomena of trust in algorithmic solutions, cognitive biases that are activated during stress, as well as the types of errors that occur in human-machine systems. Modern views on human-AI interaction of leading Ukrainian scientists in psychological science were analyzed. A conceptual model of the interaction “stress – cognitive load – algorithmic influence” is presented, which explains how decision-making changes in the presence of intelligent recommendations.

An empirical study based on the author's questionnaire highlighted the features of interaction with AI in higher education, in particular, its use by students and teachers; it confirmed the thesis that in stressful situations it is difficult to concentrate and make rational decisions. Also important is the conclusion of teachers that the use of AI by students under time pressure leads to an increase in their errors.

The conclusions summarize the factors of increasing algorithmic dependence, decreasing situational awareness, and forming trust errors. Practical approaches to designing interfaces and procedures that minimize the risks of incorrect human decisions when using AI in time-limited conditions are substantiated.

PSYCHOLOGICAL FEATURES OF AMBIVALENCE IN YOUTH’S PERCEPTION OF PROFESSIONAL SUCCESS

Роман Попелюшко, Катерина Ванеєва — Thu, 25 Dec 2025 00:00:00 +0200

This article examines the psychological features of ambivalence in young people’s perception of professional success.

The aim of the study is to identify the psychological characteristics of young people’s ambivalent attitudes toward professional success. The objectives include: conducting a theoretical review of ambivalence in attitudes toward professional success; experimentally studying young people’s ideas about professional success, along with features of the family environment and gender attitudes; and determining and describing the relationships between ambivalent attitudes toward success and socio-psychological factors, particularly family cohesion, adaptability, and stereotypical beliefs.

The methodological basis of the study consists of theoretical methods involving analysis and synthesis of scientific literature on achievement psychology, ambivalence, and the influence of family factors. The empirical methods include the use of the FACES-III questionnaire, ASI, and AMI scales.

Results. Only respondents under 35 years old (N = 39) from the total sample (N = 64; women = 22, men = 17) were included in the analysis. The data indicate a pragmatization of the concept of success (success = stability; success during wartime has a different meaning), as well as egalitarian gender attitudes. FACES-III revealed dominance of the «Separated–Flexible» and «Connected–Flexible» profiles, indicating a supportive family environment. ASI and AMI scores fall within moderate ranges.

Conclusions. It was established that ambivalence in the perception of professional success manifests as a combination of striving for achievement and fears of possible consequences. The intensity of this ambivalence is softened by family support and egalitarian views. The practical significance lies in developing support programs that help transform ambivalence into a resource for development. The results emphasize the importance of working with individuals’ internal conflicts. Such interventions promote strengthening motivation and increasing psychological resilience. Future research prospects involve considering the fact that participants were employees of an international company, which influenced the results in the context of the global organizations’ corporate culture. Further studies should focus on the experiences of employees in Ukrainian companies to compare cultural and organizational effects on ambivalence in the perception of professional success.

SEARCH FOR WAYS TO DETERMINE THE METHODOLOGICAL BASIS FOR RESEARCHING THE MENTAL HEALTH OF STUDENTS IN HIGHER EDUCATION INSTITUTIONS

Валентина Семиченко, Ельвіра Лузік, Катерина Артюшина — Thu, 25 Dec 2025 00:00:00 +0200

The article is devoted to a topical issue – determining the methodological, theoretical, and methodical basis for organizing a system aimed at supporting and preserving the mental health of university students in a crisis society. Based on the analysis of scientific literature, the difficulties associated with solving this problem are highlighted. First of all, these include the lack of a clear theoretical basis for defining the concept of mental health, the multifaceted nature of the issues that need to be resolved, and inconsistency within the methodological basis. This necessitates the development of a theoretical model on systemic principles, the creation of a clear set of diagnostic tools, and the development of an effective support program.

Based on the theoretical analysis, the content of the theoretical model of mental health has been determined. The model includes seven subsystems: physical, psychophysiological, mental, psychological, social, professional, and spiritual health. Mental health is the result of the integration of these subsystems, and it determines an individual’s overall attitude toward life. On this basis, the content and indicators for assessing the development of each subsystem have been identified, and appropriate diagnostic methods have been selected. It has been proven that conducting a full assessment requires considerable time and creates excessive strain on respondents. Therefore, it is more appropriate to use a support program that includes an initial diagnosis which (with a limited number of indicators) identifies the most vulnerable individuals and groups and serves as a foundation for developing forms of psychological support.

FEATURES OF PSYCHOLOGICAL RECOVERY OF UKRAINIAN ARMED FORCES SERVICEMEN IN THE COMBAT ZONE

Василь Стасюк, Леся Кіщук, Дмитро Дрозденко — Thu, 25 Dec 2025 00:00:00 +0200

The scientific article is devoted to a comprehensive analysis of the organization and implementation of psychological recovery measures for military personnel in active combat zones, taking into account the specifics of modern military operations and the conditions of prolonged stay in an extreme environment.

The purpose of the article is to analyze the aspects and features of the psychological recovery of servicemen of the Armed Forces of Ukraine in the area of combat operations.

Results. The author examines a structural and functional model of the work of psychological assistance points within military units, defining their role as key centers for crisis intervention, stabilization of the psycho-emotional state, and maintenance of the combat capability of personnel. Particular attention is paid to methods and techniques of psychological assistance that can be effectively applied under conditions of limited resources and high combat intensity. The significance of individual and group forms of work is revealed, including art therapy, aromatherapy, relaxation techniques, self-regulation methods. The importance of integrating the work of psychologists with other specialists-medical personnel, rehabilitation experts, and chaplains-is emphasized to ensure a comprehensive impact on recovery processes. It is determined that the effectiveness of psychological recovery directly depends on the prompt deployment of assistance points, clear distribution of the functional responsibilities of personnel, and the application of techniques that minimize the effects of combat stress. The necessity of systematic documentation is underscored, ensuring the continuity of psychological support and monitoring the dynamics of the mental state of military personnel. It is noted that optimally organized psychological assistance points perform not only a restorative function but also a preventive one, preventing the development of chronic psycho-emotional disorders. The results of the study can be used to improve the system of psychological support for staff support of the Armed Forces of Ukraine, to prepare methodological recommendations, and to implement modern models of psychological support for personnel in combat conditions.

Conclusion: The results of the study demonstrate:

the low level of staffing of full-time military psychologists (high workload per specialist – 600–800 servicemen) requires focusing on training personnel to provide psychological first aid and developing basic competencies in the initial recognition of crisis states among commanders;

an important method of providing psychological first aid is primary psychodiagnostics to identify signs of combat stress, which includes recording behavioral, emotional and physiological markers of a crisis state by commanders and sergeants;

a psychological aid point is a key form of organizing recovery, providing a comprehensive approach that combines medical-psychological, psychotherapeutic, social-rehabilitation and leave components.

Thus, the effectiveness of recovery depends on the complexity of the approach, the coordination of the team’s work, the balance between psychotherapeutic and physical recovery, as well as the ability to create a feeling of restored internal balance.

PSYCHOLOGICAL FEATURES OF EMOTIONAL BURNOUT IN MEDICAL STUDENTS

Леся Хоменко-Семенова, Софія Семенова — Thu, 25 Dec 2025 00:00:00 +0200

Studying at a higher medical educational institution is associated with chronic psycho-emotional load, creating prerequisites for the development of emotional burnout even at the stage of professional training. Student burnout is regarded as a precursor to future professional deformation, threatening a decrease in empathy and the quality of medical care provision. The main triggers of this state are the conflict between high external demands and the individual's available internal resources.

The aim of the study is to empirically determine the degree of manifestation of emotional burnout symptoms in medical students, analyze their attitude towards learning, and identify the main causes of exhaustion.

Methods. The study was conducted at the Bogomolets National Medical University. The sample consisted of 78 students aged 18–25. To collect empirical data, V. V. Boyko's "Diagnosis of Emotional Burnout Level" technique (modified by Ilyin) was used, which allows assessing the emotional state, resistance, and exhaustion.

Results. The obtained data demonstrate a contradictory picture of professional formation. On the one hand, the motivational component remains high: 84.6% of respondents are confident in the correctness of their career choice, and 87.2% feel joy from the usefulness of their activity. On the other hand, pronounced signs of exhaustion were recorded: 65.4% of students feel fatigue from academic problems, 50% rate the study conditions as very difficult, and 61.5% have a high level of anxiety. The formation of psychological defense mechanisms of the "economy of emotions" type was revealed: 80.8% of respondents try to finish tasks as quickly as possible due to tension, 71.8% work under compulsion, and 56.4% periodically perform work formally and without emotional involvement. Symptoms of depersonalization are manifested in the fact that 41% of students use an emotional "screen" to distance themselves from others' experiences, and 46.2% feel negative emotions towards their surroundings.

Conclusions. The study results confirm that the specifics of medical education (significant volumes of information, high responsibility, stressfulness) against the background of insufficiently developed self-regulation skills lead to early emotional burnout. Students face frustration of professional ideals and are forced to resort to emotional detachment as a defensive reaction, which requires the implementation of stress prevention programs in the educational process.

EMOTIONAL INTELLIGENCE AS A FACTOR IN THE DEVELOPMENT OF LEADERSHIP QUALITIES IN HIGH SCHOOL STUDENTS

Леся Хоменко-Семенова, Анжеліка Кокарєва, Мілана Бондар, Андрій Рожківський — Thu, 25 Dec 2025 00:00:00 +0200

The article updates the problem of psychological readiness of modern youth for leadership in conditions of high social turbulence and martial law in Ukraine. It is emphasized that today society requires not authoritarian managers, but emotionally mature leaders capable of self-regulation and empathetic interaction. The aim of the work is the theoretical substantiation and empirical study of emotional intelligence as a fundamental factor determining the development of leadership qualities in adolescence.

The empirical research was implemented at Dubno Lyceum No. 1 in the Rivne region, involving 40 students of grades 9–11. The diagnostic toolkit included the following methods: «Diagnosis of Leadership Abilities» (E. Zharikov, E. Krushelnytskyi), «Diagnosis of Emotional Intelligence» (N. Hall), and «Motivation for Success and Fear of Failure» (A. Rean).

The results of the study revealed a significant dissonance between the leadership potential and the actual level of development of leadership qualities in high school students. It was established that 72.5% of respondents possess a sufficient (medium) level of natural leadership potential, and 45% have high motivation for achieving success. However, the realization of this potential is blocked by a low level of formed leadership skills (in 60% of students). It is proven that the key reason for this gap is a deficit in emotional intelligence: 72.5% of the sample demonstrate a low integrative EQ indicator. The most critical areas were identified as «managing one's own emotions» (low level in 80% of students) and «recognizing the emotions of others» (low level in 57.5%).

It is concluded that low emotional competence acts as a restraining factor that prevents motivated adolescents from transforming their potential into actual leadership behavior. The necessity of introducing training programs into the educational process, aimed primarily at developing skills of emotional self-regulation and social perception, is substantiated.

SOCIAL-PSYCHOLOGICAL FACTORS OF FORMATION OF GENDER IDENTIFICATION IN LATE ADOLESCENCE AND EARLY ADULTHOOD

Лада Яковицька, Марина Дідух — Thu, 25 Dec 2025 00:00:00 +0200

The article provides a theoretical overview of modern approaches to understanding the formation of youth gender identity through the prism of the interaction of individual psychological processes and social structural factors.

The purpose of the article is a theoretical analysis of modern concepts of the formation of youth gender identity, taking into account the interaction of internal (psychological, personal) and external (socio-economic, educational, family) factors, as well as outlining the potential for their application in Ukrainian psychological discourse.

The theoretical and methodological basis of the article is a combination of several complementary approaches. First, symbolic interactionism, which allows us to consider gender identity as the result of social interaction, verification processes and social recognition. Second, the concept of gender socialization, within which gender identity appears as a dynamic process of internalization of gender norms, roles and scenarios and their subsequent active reproduction in the social environment.

Results. It has been established that access to institutionally supportive educational and social environments (schools and universities with inclusive practices, developed forms of psychological support and anti-discrimination policies) significantly expands the spectrum of socially “permissible” and psychologically acceptable forms of gender identity. The results are consistent with domestic concepts, according to which gender identity integrates the personal and social levels of self-awareness and is formed in the process of gender socialization through the appropriation and active reproduction of social experience. It is shown that during youth and early adulthood, the structural capabilities of the environment play a particularly significant role, creating conditions for reflection, authentic self-determination and social verification of gender identity.

The article substantiates the conclusion that gender identity is not exclusively an internal psychological formation, but is formed in the context of access to social resources, inclusive practices and supportive environments. The importance of early adulthood as a critical stage of revision and integration of gender representations is emphasized, and prospects for further theoretical and interdisciplinary research in the domestic scientific field are outlined.