Suchergebnisse

This is a report on a secondary analysis of survey data to assess relationships between commanders' priorities and the psychological readiness of their units. The data were taken from two unrelated surveys - one of U.S. Army company commanders and the other of soldiers in those officers' units. Results indicated that almost all commanders put the highest priority on development of combat skills. Soldiers in units commanded by officers who also accorded high priority to human dimensions were more confident, committed, vertically bonded, psychologically healthy; and the married soldiers were more satisfied with their military and family lives than those in units whose commanders did not put high priority on human dimensions. This study is significant not only for its findings but also because it demonstrates the feasibility of using surveys to provide empirical information about associations between leaders' values and the psychological readiness of their subordinates.

Several psychological terms, such as depression, anxiety, and worries, included COVID-19, the unexpected discontinuity of students' lives, and the extreme confusion concerning the recovery to normality was profoundly disappointing experiences. The Core objective of this study is to investigate the psychological readiness and online learning collaboration of secondary level students during Covid-19 in Bangladesh. The study illustrates the current state of education in Bangladesh and the importance of reliance on the emotional desire to learn online. The significant finding shows that the students' psychological readiness has a strong positive association with the online learning environment to ensure quality education. It is necessary to look into the school level student's mental readiness to bring down the future uncertainty; digital-hostile spite, the student's emotional willingness for online learning. The study suggests some policies for the resilience and improvement of students' psychological readiness in developing countries, especially in Bangladesh.

Among the many competences to determine the readiness level of specialist in the field of physical culture and sport sphere (FCS), the most important include those which constitute psychological readiness. We have developed and implemented a new structural-functional approach to the study and formation of psychological readiness. The practice of training specialists in the physical culture and sports sphere dictates the need to supplement the variety of competences reflected in Russia's federal standards with superprofessional competences in order to achieve full psychological readiness of the specialist. We present a complex model of competences embedded in the structural components of psychological readiness – cognitive, motivational, operational, value-moral, reflexive. Structural and functional analysis of the model by the method of "competent judges" – employers allowed us to assess the functional significance of each competence in each of the components of readiness for the main specialties of the physical culture and sports sphere. The results of the study revealed a specific and differentiated influence of individual competences on the level of psychological readiness of graduates and specialists of different specialisations of a sports higher education institution.

Informational technologies, the latest challenges in the field of technical development of society condition irreversible environmental and human changes. In the context of these changes a special place is occupied by those activities that are directly or indirectly related to technical, cybernetic, mathematical activities. This actualizes the manifestation of mathematical abilities, giftedness for math activity in youth, features of creative potential, etc. The purpose of the study is to clarify the content and structure of psychological readiness of high school students for creative mathematical performance. The main content characteristics of the creative mathematical problem as a model for the study of creative mathematical activities are considered in the article. Based on the theory of learning problems, the psychological structure of mathematical task is determined. The structure contains the following components: a) the subject of the task (in its initial state or the ascending subject of the task); b) the model of desired state, ie the requirements (set and required) of the task. The contradiction of the creative mathematical situation first of all characterized by the object and subject of the creative mathematical task. The psychological readiness of high school students for creative mathematical performance is an integrated personality trait aimed at realizing of the cognitive abilities of young people in the process of solving creative mathematical problems. Since the process of creative mathematical thinking (creative mathematical activity) is determined by objective (subject-functional) and subjective-personal (motivation, emotional-volitional, value attitude) components, it is worth saying about subject-functional, subjective-personal types of psychological readiness of high school students to perform mathematical creative activities.

The article analyzes the concept of "psychological readiness", highlights the scientific position of the authors regarding its explanation, reveals the main components of the psychological readiness of future pedagogues for socio-pedagogical activities, namely professional consciousness, professional competence, professional activity, professional autonomy. Thus, professional consciousness is considered in the article as an awareness of the importance of own profession at the individual level, and then on the public one. The authors note that a future specialist should clearly understand the value of professional activity personally for him/her, to correlate it with his/her life dreams, needs (material and spiritual). Professional consciousness builds the foundation of professional competence, which is understood as the ability of a person, determined by the requirements of a particular labor activity in two criteria: successful mastery of the profession and the degree of personal enjoyment from the work. Also, the authors prove the necessity to develop an individual professional style for future pedagogues, which involves the uniqueness of the combination of individual features, opportunities, attitudes, insights of professional activities, their own professional preferences. Special attention in the article is given to create the conditions in which the student would show a professional activity, get new knowledge and transform into his own professional experience. The authors call such conditions the provision of opportunities to participate in volunteer activities in various organizations that solve socio-pedagogical problems, participation in international and domestic projects, organizations, student associations, etc. The authors also indicate the professional autonomy as an obligatory component of psychological readiness, which is based on knowledge of their duties, rights, principles of activity, legislative acts regulating professional activity and the ability to realize their own rights.The importance of future pedagogues' preparation not only for pedagogical, but for social-pedagogical activity and the priority direction of such preparation is the formation of their psychological readiness for the realization of the professional activity is emphasized. It is noted that social and pedagogical activity is an integrated term, which includes different aspects of many branches of science and spheres of life, then the process of formation of psychological readiness for this type of activity should be considered on the basis of the principle of integrity and activity of the individual using the entire potential of the environment. ; У статті аналізується поняття «психологічна готовність», висвітлюється наукова позиція авторів щодо його пояснення, розкриваються основні компоненти психологічної готовності майбутніх педагогів до соціально-педагогічної діяльності, а саме: професійна свідомість, професійна придатність, професійна активність, професійна автономність. Обґрунтовується важливість їх формування в умовах євроінтеграції України. Розкривається зміст кожного компонента та різні наукові підходи щодо їх тлумачення. Доводиться думка, що сформованість перелічених компонентів сприятиме утворенню соціальної активності, мобільності, відкритості до знань, незалежності, стійкості до негативних впливів соціуму сучасного фахівця освітньої сфери.

The article analyzes the concept of "psychological readiness", highlights the scientific position of the authors regarding its explanation, reveals the main components of the psychological readiness of future pedagogues for socio-pedagogical activities, namely professional consciousness, professional competence, professional activity, professional autonomy. Thus, professional consciousness is considered in the article as an awareness of the importance of own profession at the individual level, and then on the public one. The authors note that a future specialist should clearly understand the value of professional activity personally for him/her, to correlate it with his/her life dreams, needs (material and spiritual). Professional consciousness builds the foundation of professional competence, which is understood as the ability of a person, determined by the requirements of a particular labor activity in two criteria: successful mastery of the profession and the degree of personal enjoyment from the work. Also, the authors prove the necessity to develop an individual professional style for future pedagogues, which involves the uniqueness of the combination of individual features, opportunities, attitudes, insights of professional activities, their own professional preferences. Special attention in the article is given to create the conditions in which the student would show a professional activity, get new knowledge and transform into his own professional experience. The authors call such conditions the provision of opportunities to participate in volunteer activities in various organizations that solve socio-pedagogical problems, participation in international and domestic projects, organizations, student associations, etc. The authors also indicate the professional autonomy as an obligatory component of psychological readiness, which is based on knowledge of their duties, rights, principles of activity, legislative acts regulating professional activity and the ability to realize their own rights.The importance of future pedagogues' preparation not only for pedagogical, but for social-pedagogical activity and the priority direction of such preparation is the formation of their psychological readiness for the realization of the professional activity is emphasized. It is noted that social and pedagogical activity is an integrated term, which includes different aspects of many branches of science and spheres of life, then the process of formation of psychological readiness for this type of activity should be considered on the basis of the principle of integrity and activity of the individual using the entire potential of the environment. ; У статті аналізується поняття «психологічна готовність», висвітлюється наукова позиція авторів щодо його пояснення, розкриваються основні компоненти психологічної готовності майбутніх педагогів до соціально-педагогічної діяльності, а саме: професійна свідомість, професійна придатність, професійна активність, професійна автономність. Обґрунтовується важливість їх формування в умовах євроінтеграції України. Розкривається зміст кожного компонента та різні наукові підходи щодо їх тлумачення. Доводиться думка, що сформованість перелічених компонентів сприятиме утворенню соціальної активності, мобільності, відкритості до знань, незалежності, стійкості до негативних впливів соціуму сучасного фахівця освітньої сфери.

Psychological readiness to take risks, as a component of readiness for professional work, can be seen as a situational and long. The latter – a set of professionally important properties that can diagnose it.The study of psychological readiness for military risk it possible to determine its content, structure and levels, and became the basis for the development of psychodiagnostic methods. It has a scale: the capacity for willpower, military brotherhood, professional identity, self-control; It meets the requirements of reliability and validity. ; У результаті проведеного дослідження психологічної готовності до ризику військовослужбовців Національної гвардії України розкрито її зміст, структуру та охарактеризовано рівні, що було покладено в основу психодіагностичної методики її визначення. Методика має такі шкали, як здатність до вольового зусилля, військова товариськість, професійна ідентичність, самовладання, і відповідає вимогам надійності та валідності.

Introduction. The article analyzes the phenomenon of psychological readiness of operational shifts of the nuclear power plant (NPP) to work in emergency situations. The study of operational shifts of nuclear power plants in this direction was conducted for the first time. Theoretical analysis. Psychological readiness is a condition for the formation of such a characteristic of an operational shift as group reliability, which, in turn, is the most important prerequisite for a safe and reliable work shift. Theoretical analysis indicates that group reliability of an operational shift is a characteristic that is actualized precisely in the conditions of the development of an emergency situation. Willingness to work effectively in emergency situations is a factor that significantly increases the chances of adequate actions in real conditions. Еmpirical analysis. The empirical study found that the overwhelming majority of the investigated operational shifts characterized by an average and above average level of psychological readiness for action in an emergency situation, while no shifts with a low or high level were revealed. Conclusion. Such results may indicate that this psychological condition of group reliability in operational shifts of the NPP is sufficiently well-formed. Nevertheless, the psychological service should work to strengthen the psychological readiness of units for action in emergency situations.