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PSYCHOLOGICAL RESOURCES OF PERSONAL READINESS FOR STUDENTS’ ACTIVITIES IN A SITUATION OF CHANGE // Pedagogical Review. 2022. Issue 2 (42). P. 146-155

The current situation is characterized by changes in various spheres of human life, leading to a significant restructuring of his activities, condition. People react differently to changes. They plunge some into a state of stress, confusion about the future, while others are mobilized, put in front of the need for change. The different position and behavior of a person in a situation of change are largely determined by the resources that a person possesses. In this situation, the problem of studying the self-regulation of the individual, his active life position in the changing conditions of study, work and everyday life becomes relevant. The subject of discussion is increasingly the question of what can serve as psychological resources for a person in a situation of transitivity. This question is especially relevant in relation to students, their personal readiness for activity. Students of Tomsk universities took part in the presented study (N=263). It used regression and cluster analysis. The results of the study showed that emotional intelligence, motivation, values of preservation, values of openness, goal-setting and reflection should be considered as psychological resources of personal readiness for students’ activities. The results of the study have theoretical and practical significance. They actualize the issue of taking into account the competencies of future specialists who will have to work in new conditions. The results of the study indicate that the professional training of specialists should include not only the acquisition of fundamental knowledge and professional skills, but also the development of personality in the educational process.

Keywords: personal readiness for activity, psychological resources, students, motivation, value orientations, emotional intelligence, goal setting, reflection

Emotional intelligence and intelligent risk assessment: a typological approach // Pedagogical Review. 2024. Issue 4 (56). P. 99-110

The study of emotional and cognitive aspects of regulating human behavior in risk situations is an urgent task of modern psychology. The study of the construct “emotional intelligence” proved the significance of this phenomenon in the context of the development of human resources in connection with the tasks of professional, educational and everyday life. The links between emotional intelligence and cognitive risk assessments allow us to identify resources for stress coping and self-efficacy in the context of various social practices. The aim of our research was to develop a modified EmIn questionnaire, study the relationships between emotional intelligence indicators and intellectual risk assessment to describe the typological features of modern students. The following methods were used in the study: the Emotional Intelligence Questionnaire (EmIn) by D. V. Lyusin, Risk Intelligence Scale (SRIS) (G. Craparo, P. Magnano, A. Paolillo, V. Costantino, 2018, adaptation by T. V. Kornilova, E. M. Pavlova, 2020). The results of the study demonstrate good psychometric characteristics of the modified version of the EmIn questionnaire. The typology of modern student youth is described from the point of view of the specifics of the formation of personal resources for emotional and cognitive regulation of behavior associated with risk situations. The results of the study, including a modified version of the EmIn questionnaire, as well as the identified typological features of young people can be used by psychologists in studying the problematic aspects of human interaction with situations of uncertainty in the modern transitive world.

Keywords: emotional intelligence, intelligent risk assessment, student youth, cluster analysis