EntrancePossible ways to correct resilience and life satisfaction. Course work: Resilience and coping behavior of the individual
One of the theoretical concepts closely related to helplessness, or more precisely, with mental formations that are polar in relation to it, is the concept of resilience by Salvador Maddi, which attracts the attention of Russian researchers in last years(Leontyev, 2002, 2003, Alexandrova, 2004, 2005, Dergacheva, 2005, Rasskazova, 2005,
Knizhnikova, 2005, Leontiev, Rasskazova, 2006, Nalivaiko, 2006, Drobinina, 2007, Tsiring, 2008, 2009).
In Russian psychology, resilience began to be studied quite recently. Psychological phenomena related in nature that have been studied in domestic psychology are personal adaptation potential (A. G. Maklakov), subjectivity (K. A. Abulkhanova-Slavskaya, B. G. Ananyev, A. V. Brushlinsky, E. A Klimov, O. A. Konopkin, V. I. Morosanova, etc.), personal self-realization (L. A. Korostyleva, M. V. Ermolaeva, E. V. Galazhinsky, D. A. Leontiev, I. V. Solodnikova and others), life creativity (D. A. Leontyev), personal potential(D. A. Leontyev). Currently, research on resilience is carried out mainly under the leadership of D. A. Leontiev (E. I. Rasskazova, L. A. Aleksandrova, E. Yu. Mandrikova, E. N. Osin) as part of the study of personal potential.
The term hardiness, introduced by S. Muddy, is translated from English as “strength, endurance.” D. A. Leontiev proposed denoting this characteristic in Russian as “vitality.”
S. Maddi defines resilience as an integral personality trait responsible for a person’s success in overcoming life’s difficulties. The concept of resilience has been studied in close connection with issues of coping with stress. D. A. Leontyev and E. I. Rasskazova point out that resilience is understood as a person’s system of beliefs about himself, the world, and relationships with the world. A high level of resilience contributes to assessing events as less traumatic and successfully coping with stress. As D. A. Leontiev notes, this personal variable characterizes the measure of an individual’s ability to withstand a stressful situation, maintaining internal balance and without reducing the success of activities. Resilience is a key personal variable that mediates the influence of stress factors (including chronic ones) on somatic and mental health, as well as on the success of activities. A person’s attitude to changes, to his own internal resources, and his assessment of the ability to manage ongoing changes make it possible to determine an individual’s ability to cope with both everyday difficulties and those of an extreme nature. And if personal helplessness presupposes susceptibility to depression, apathy, low resistance to stress, and confidence in the futility of one’s own actions, then resilience, on the contrary, reduces the likelihood of depression, increases resistance to stress, and gives confidence in the ability to control events. Obviously, high vitality characterizes an independent person, while low vitality is characteristic of a helpless person. The results of empirical research related to testing this assumption are discussed in Chapter 11.
Resilience includes three relatively autonomous components: involvement, control, and risk taking.
The component “involvement” (commitment) represents “the conviction that involvement in what is happening gives the maximum chance of finding something worthwhile and interesting for the individual” (quoted by D. A. Leontiev). With a developed component of involvement, a person receives pleasure from his own activities. In the absence of such conviction, a feeling of rejection arises, a feeling of being “outside” of life. The involvement component obviously resonates with the concept of “flow” in the concept of M. Csikszentmihalyi, which is “the holistic feeling experienced by people when they are completely devoted to their activities” (quoted by X. Heckhausen). This is a joyful feeling of activity when a person completely “dissolves” in the subject with which he is dealing, when his attention is entirely focused on the activity, and makes him forget about his own self. The state of “flow” arises when performing quite difficult tasks and the need for a high level of skill, clarity of purpose. “Flow,” according to M. Seligman, is a state of psychological growth, characterized by the accumulation of psychological resources. According to the results of a study by M. Csikszentmihalyi, teenagers who often experience a state of “flow”, as a rule, have hobbies, play sports, devote a lot of time to study, they have higher self-esteem and degree of passion, and are more likely to enter higher education. educational establishments, establish deeper social connections and achieve greater success in life. People who frequently experience flow are less likely to experience depression. It can be assumed that the state of “flow” is one of the phenomenological manifestations of involvement.
Involvement is about confidence in yourself and the generosity of the world. As L. A. Aleksandrova notes, involvement is important feature ideas about oneself, the surrounding world and the nature of interactions between them, which motivates a person to self-realization, leadership, healthy image life and behavior. Involvement allows you to feel significant and valued and to be involved in solving life’s problems, even in the presence of stressors and changes.
The “control” component of resilience is defined as the belief that “struggle allows you to influence the outcome of what is happening, even if this influence is not absolute and success is not guaranteed.” In other words, this component reflects a person’s conviction that there is a cause-and-effect relationship between his actions, actions, efforts and results, events, relationships, etc. The more pronounced this component, the more more people confident in the effectiveness of his own active position. The less pronounced this component vitality, the less a person believes that there is meaning in his actions, he “anticipates” the futility of his own attempts to influence the course of events. This belief in the lack of control over what is happening gives rise to a state of learned helplessness.
It is obvious that such a belief, demonstrated by a person as stable, is interconnected with a symptom complex of personal characteristics, which is studied in detail in this study and is defined as personal helplessness. This assumption received empirical confirmation, described in Chapter 11.
The control component in the structure of resilience is consistent with similar constructs widely studied in foreign psychology. In particular, with perceived control in the theory of Ellen Skinner, who writes: “Broadly speaking, beliefs about control are naive causal models that individuals come up with about how the world works: about the most certain causes of desirable and unpleasant events, about their own role in successes and failures, the responsibility of other people, institutions and social systems <...>People strive for a sense of control because they have an innate need to be effective in their interactions with their environment. The feeling of control brings joy, while the loss of control can be destructive” (quoted by T. O. Gordeeva). The feeling of control (or lack thereof) is associated with self-esteem, personal adaptation to difficult life situations, depression, anxiety, alienation, apathy, phobias, and health status. With high perceived control, that is, a person’s conviction that he can influence the results that are important to him, the person concentrates on completing a task that is not just within his capabilities, but also on the verge of them, he initiates behavior, makes efforts, sets sets difficult goals for himself, is not afraid of new, complex and unfamiliar situations (which generally corresponds to the behavior of an independent person). With a low level of perceived control, a person avoids difficulties, prefers to set easily achievable goals, remains passive, not believing in the effectiveness of his own actions (which generally characterizes a person with personal helplessness). E. Skinner identifies categories that characterize the source of perceived control: effort, ability, influential others and luck. In addition, it distinguishes between an individual’s ideas about control, ideas about the means to achieve a result, and ideas about the possession of means (opportunities). S. Maddi does not differentiate these types of control components.
The control component is also similar to Julian Rotter's locus of control category. As is known, locus of control is one of the characteristics that is a predictor of helplessness. The famous experiments of Donald Hiroto, as noted earlier, proved that learned helplessness is more likely to develop in subjects with an external locus of control, while subjects with an internal locus of control remain resistant to it. It is logical to assume that subjects with personal helplessness have not only a more pronounced external locus of control, but also a less developed control component in the structure of vitality.
The third component highlighted in the structure of resilience is “risk taking” (challenge), that is, “a person’s conviction that everything that happens to him contributes to his development through knowledge gained from experience, no matter positive or negative.” negative." This component allows the individual to remain open to the world around him, to accept current events as a challenge and test, giving the person the opportunity to gain new experience and learn certain lessons for himself.
According to the ideas of S. Maddi, a person constantly makes choices, both in critical situations and in everyday experience. This choice is divided into two types: the choice of immutability (choice of the past) and the choice of uncertainty (choice of the future). In the first case, a person sees no reason to understand his experience as new and makes a “choice in favor of the past,” a choice of immutability, without changing his usual method (or methods) of action. In this option, the choice brings with it a feeling of guilt associated with unrealized opportunities. In the second case, a person believes that the experience he has gained causes the need for a new way of action, he makes a “choice in favor of the future.” In this version, the choice brings with it a feeling of anxiety associated with the uncertainty into which the person enters. There is always uncertainty in the future. It is impossible to predict even with clear plans. The risk associated with any action cannot be eliminated. According to S. Maddi, when choosing the future, a person chooses the unknown. This is the ineradicable root of human anxiety. S. Kierkegaard, M. Heidegger, as well as Paul Tillich in their work “The Courage to Be” drew attention to existential irreducible anxiety as a necessary and inevitable condition of human existence. According to P. Tillich, existential anxiety associated with the awareness of the possibility and inevitability of death is ontological in nature, and it can only be courageously accepted. Resilience allows you to successfully cope with anxiety, which is one of the consequences of your own choice, if in a situation of an existential dilemma it was made “in favor of the future.”
As E. Yu. Mandrikova notes, among researchers of different directions one can trace relatively similar dichotomies of choice that appear in different strategies: in S. Kierkegaard (choice of the past vs. choice of the future), in Yu. Kozeletsky (protective vs. transgressive orientation), in J. Kelly (conservative vs. bold strategies), A. Maslow (regressive vs. progressive paths), which suggest that there are two types of choices - the one that leaves in place, and the one that moves forward. Two choices - between the past and the future, are not equivalent from the point of view personal development. The choice of the past, that is, the status quo, associated with the avoidance of awareness, cannot lead to success, while the choice of the future, uncertainty and anxiety creates a certain potential and prospect for personal development. Choosing the unknown expands the possibilities for finding meaning, while choosing the unchangeable limits them. Life philosophy (or a system of views, beliefs regarding the world order, what is happening, one’s place in it, relationships with it), according to S. Maddi, is one of the very important characteristics of a mature personality. S. Muddy develops this idea following Gordon Allport. A positive philosophy of life allows a person to successfully cope with the fear of death, turning it into valuable material for personal development. A negative philosophy of life (closely associated with helplessness and passivity) develops in people who are either unable to perceive the meaning of life events as a confrontation with death, or give in in the face of obstacles that they perceive as insurmountable, in the face of the insufficiency of their own abilities. Personality characteristics directly related to such a negative philosophy of life, corresponding to the author’s understanding of this study of the phenomenon of personal helplessness, are described by S. Maddi as cowardice. Thus, the category “courage - cowardice” is associated with the attitude towards existential anxiety and corresponds in its content to the category “personal helplessness - independence” used in this work. By “courage to be,” P. Tillich understands the ability to recognize anxiety, accept it and exist with it, without repressing it and preventing it from turning into pathological, destructive anxiety. The courage to be is based on a positive philosophy of life. The operationalization of the existential concept of “courage to be” is the concept of resilience introduced by S. Maddi.
Resilience also includes core values such as cooperation, trust and creativity.
L. A. Aleksandrova emphasizes that resilience is not identical to the concept of coping strategies (strategies for coping with life’s difficulties), since coping strategies are techniques, algorithms of action, habitual and traditional for the individual, whereas
resilience is a personality trait. In addition, coping strategies can take on both productive and unproductive forms, while resilience allows one to cope effectively with distress and always promotes personal growth.
S. V. Knizhnikova, in her dissertation research, considers the resilience of the individual not as a system of beliefs, but as an integral characteristic of the individual that allows one to resist the negative influences of the environment, effectively overcome life’s difficulties, transforming them into development situations. She emphasizes that resilience not only determines the nature of the personal reaction to external stressful and frustrating circumstances, but also allows these circumstances to be turned into opportunities for self-improvement. Basic components of resilience as an integral characteristic of personality
are optimal semantic regulation, adequate self-esteem,
developed strong-willed qualities, high level social competence, developed communication abilities and skills.
L. A. Aleksandrova notes that if we consider the concept of resilience within the framework of domestic psychology, based on the psychological theory of activity and the psychology of abilities, then we can consider it as a person’s ability to act to overcome life’s difficulties and as a result of the development and application of this ability. Then coping behavior can be considered as an activity aimed at overcoming life's difficulties and based on resilience as the individual's ability to overcome unfavorable circumstances of his development. L. A. Aleksandrova emphasizes that resilience, considered in the framework of traditional terms of adaptation, can be understood as the ability that underlies personality adaptation, understood as a process and as a quality, trait, or personality trait, if adaptation is understood as the result of adaptive activity. Exploring resilience as
integral ability of the individual, L. A. Aleksandrova proposes to identify a block of general abilities, which includes basic personal attitudes, responsibility, self-awareness, intelligence and meaning as a vector organizing human activity, and a block of special abilities, which includes skills to overcome various types of situations and problems , interaction with people, self-regulation, etc., that is, those that are responsible for the success of solving specific specific life problems.
Vitality is positively correlated with subjective well-being, its components - with satisfaction with the present and satisfaction with the past. It appears to buffer against the adverse physical effects of stress, characterizing the personality of people in better health.
Resilience changes the nature of relationships between people. They become more open, able to experience love, establish healthy relationships with others. Interest in the world around us in general and the people around us in particular increases. Taking care of your own health and transformative coping, and getting social support in the form of help and encouragement from other people increases resilience. But it is resilience that gives people the motivation they need to engage existentially. in effective ways coping, taking care of one's health, and engaging in supportive social interactions.
As D. A. Leontiev and E. I. Rasskazova point out, the components of resilience develop in childhood and partly in adolescence, although they can be developed later. Their development mainly depends on the relationship between the parents and the child. For example, for the development of the involvement component, acceptance and support, love and approval from parents are fundamentally important. For the development of the control component, it is important to support the child’s initiative, his desire to cope with tasks of increasing complexity to the limit of his capabilities. For the development of risk taking, the richness of impressions, variability and heterogeneity of the environment are important.
Thus, they talk about resilience in its medical, biological aspects, about resilience as a system of beliefs, as an integral characteristic of the individual, as the ability to adapt the personality. The basis for the empirical study of resilience in helpless and independent subjects, the results of which are described in paragraph 11.1, was the understanding of resilience as a system of beliefs, including components of involvement, control, and risk taking. An analysis of ideas about resilience shows that the concept of resilience allows us to expand our understanding of the nature and mechanisms of formation of both learned and personal helplessness, is consistent with the basic provisions of the theory of helplessness and forms a single theoretical field with them.
In philosophy, the phenomenon of resilience is considered as a continuous process of personal self-improvement, allowing one to cope with critical moments in life. Among the Stoics, resilience was considered through issues of the meaning of a person’s individual choice, awareness of one’s duty and life’s task. For existentialists, through creative understanding of one’s place in the world around us. Irrationalists pointed to a person’s desire for self-affirmation in the world and to succeed in life. Russian philosophers at the turn of the 19th and 20th centuries defined a resilient personality as integral, capable of creation and self-development, awareness of spiritual values.
Among foreign and domestic psychologists who study the phenomenon of resilience, we can distinguish such scientists as: S. Maddi, S. Kobeisa, D. Khoshaba, M. Scheyer, I. Solkova, P. Tomanek, D.A. Leontyev, E.I. Rasskazova, T.V. Nalivaiko, G.V. Vanakova, M.V. Loginova, N.M. Volobueva, S.A. Bogomaz, E.Yu. Mandrikova, R.I. Ssetyshyn et al. For psychological science, the problem of resilience is new and insufficiently studied. To date, there is still no unity in defining what the phenomenon of resilience is. IN scientific literature Various aspects of this phenomenon are raised (attitudes and components, basic values as the basis of this phenomenon, the connection between resilience and the ability to accept the difficulties of life), attention is paid to the peculiarities of the expression of resilience at different ages, and methods for the formation and development of resilience are developed.
We can say that the phenomenon of resilience arose at the intersection of the scientific school of existential psychology and the psychology of stress, ways of coping with it. Foreign psychologist S. Maddi became the creator of the theory of such a personal quality as “hardiness”. This term, translated from English, means “strength, endurance”, D.A. Leontiev defined this phenomenon as “vitality”.
The phenomenon of resilience - personal education which develops throughout a person’s life. Vitality manifests itself in certain situations, regardless of the knowledge and understanding of this given by the individual himself.
Thus, supporters of the humanistic movement viewed the individual through his creativity, integrity, constant creation of himself and self-realization, and understanding of the meaning of existence. We can say that representatives of the humanistic movement laid down criteria for assessing the vitality of an individual. If we look at the phenomenon of resilience from the point of view of personal development, then we can talk about self-actualization as a means of achieving resilience. Thus, here the phenomenon of resilience is considered as a way of confirming the maximum rich development of personality for a fulfilling life. Such a person can accept himself and others and be independent. A resilient personality can build strong interpersonal relationships, feel involved and unity with others.
According to A. Adler, the vitality of an individual is determined by its social development, that is, the understanding that in order to solve various life difficulties and problems one must have courage, be able to cooperate and spend one’s own energy for the benefit of others.
We should also turn our attention to the theory of “selfhood” by K. Jung. Here, a resilient personality is a person who, with the help of his own “self,” acquires new skills, realizes goals and himself, he is able to rise above the masses, while remaining not subject to social norms.
The development of the personality itself is considered by domestic psychologists as a condition for the development of resilience. Vitality is also associated with the level of aspirations, creativity, persistence, and initiative.
M.V. Loginova notes that creativity is the basis for the development of resilience. And the meaning of this phenomenon lies in a person’s ability to become the creator of his own individual history through mastery of the external circumstances of life. The content of vitality is considered through extraversion, activity, plasticity, sincerity and the internal characteristics of the localization of control. L.I. Antsiferova notes that in order to develop resilience, it is necessary to be “involved” in the system of social relations, since the problem of developing resilience arises due to the individual’s inability to self-realization. Therefore, a resilient personality must be able to engage in various social groups, have a high level of reflection, and be able to adequately assess the social situation. According to E.I. Golovakhi, a resilient person is one who, based on moral values, forms his own moral, consistent life priorities, the order of their setting and the implementation of goals through means of achievement.
YES. Leontiev understands resilience as a trait characterized by the degree to which a person overcomes given circumstances, and, ultimately, by the degree of overcoming oneself. According to D.A. Leontiev, an indicator of stable self-esteem in a resilient person is the presence of a certain signal that everything is in order in life or, conversely, which means the need for changes in life and in relationships with the world. As elements of resilience, the scientist considers freedom from the present and the past, that is, the ability to draw motivating forces for one’s behavior in the planned future, the ability to use these forces to achieve the desired result and responsibility, that is, a person’s understanding of the ability to change the surrounding reality and his own life.
S.L. Rubinstein is ahead of the views of S. Muddy. He talks about two ways of human existence, and, consequently, about two options for relating to life. The first is an understanding of life that does not go beyond immediate connections and relationships (that is, based on biological and social needs according to S. Muddy). And the second option is associated with the emergence of reflection (that is, psychological needs according to S. Maddi).
L.A.'s term of resilience. Aleksandrova (2005) defines it as psychological vitality, as well as an indicator of a person’s mental health. In the understanding of R.M. Rakhimova, youth resilience is a set of value systems that allow youth to create their own life project and make it positive.
S.A. Bogomaz established a connection between human resilience and the ability to overcome stressful situations, with a high level of development of physical and mental health, with a sense of optimism and satisfaction with one’s own life.
Thus, we can conclude that interest in the phenomenon of resilience arose in the psychological literature in the context of the study of such phenomena as stress resistance, subjectivity, and personal life worlds. IN psychological science questions arose regarding a person’s ability to develop his personality in difficult and unfavorable circumstances of life. We believe that today the theory of S. Maddi and D. Khoshaba is the most developed and holistic, while having a powerful empirical base, therefore we identify the concept of resilience with “hardiness” and consider resilience as a special pattern of the structure of attitudes and skills, thanks to which you can turn the changes that happen to a person into his capabilities, as a system of beliefs about himself, the world, and relationships with the world.
Bibliography:
- Adler, A. The Science of Living [Text] / A. Adler. – Kyiv: Port – Royal, 1997. – 315 p.
- Alexandrova, L. A. Towards the concept of resilience in psychology [ Electronic resource] / L. A. Aleksandrova // Siberian psychology today: collection. scientific works - Electron. magazine – Kemerovo, 2003. – Issue 2. – pp. 82 – 90. – Access mode: http://window.edu.ru/catalog/pdf2txt/840/67840/41208?page=9, free. - Cap. from the screen (date of access: 02/18/2016).
- Antsiferova, L. I. Psychology of personality formation and development / L. I. Antsiferova // Personality psychology in the works of domestic psychologists: Reader / ed. Kulikova L.V. – St. Petersburg: Peter, 2009. – P. 213-218.
- Bogomaz, S. A. Human resilience as a personal resource for coping with stress and achieving a high level of health / S. A. Bogomaz // Health of the nation is the basis of Russia’s prosperity: scientific materials. -pract. congresses of the IV All-Russian Forum. – T. 2. – Moscow: KSP+, 2008. – P. 18-20.
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1.1 The concept of personal resilience. Structure and models
Bibliography
Applications
Introduction
The relevance of research
The relevance of this topic is determined by the growing needs of our society in search of ways to create favorable conditions for maximum development of the individual and the effectiveness of his life path. The question of building one’s own life, its controllability or dependence on circumstances will always worry a person. The life path of an individual has the same “dimensions” for everyone, but the way of solving life problems, building life, and satisfaction with it are deeply individual (K.A. Abulkhanova, 2001, E.Yu. Korzhova, 2008, N.A. Loginova, 2001). The vitality or vitality of an individual becomes especially important for it during periods of social change, economic and other crises. Conditions modern life are rightly called extreme and stimulating the development of stress. This is due to many factors and threats, including political, informational, socio-economic, environmental, and natural. Therefore, modern social psychology is showing increased interest in the study of human resilience and its role in the choice of coping strategies in difficult life situations.
As is known, the concept of resilience was introduced by Susan Kobeisa and Salvatore Maddi and was developed at the intersection of existential psychology, stress psychology and the psychology of coping behavior (D.A. Leontiev, 2006). Based on an interdisciplinary approach to the phenomenon of human resilience, D.A. Leontyev believes that this property personality characterizes the measure of an individual’s ability to withstand a stressful situation, maintaining internal balance and without reducing the success of activities. This approach to defining resilience indicates its connection with the ways a person behaves in certain stressful situations.
Every person is faced with situations that he subjectively experiences as difficult, disrupting the usual course of life. In domestic psychology, the problem of life situations, difficult and extreme life situations is developed by many authors (N.V. Grishina, 2001, K. Muzdybaev, 1998, T.L. Kryukova, 2004, I.P. Shkuratova, 2007). The study of behavior aimed at overcoming difficult situations in psychology is carried out within the framework of studies devoted to the analysis of “coping” mechanisms or “coping behavior” (T. L. Kryukova, 2004). But in these works, the problem of the relationship between the severity of resilience and the prevailing behavior strategies of an individual in difficult life situations is not yet sufficiently presented.
Due to this purpose of this study
Object of study: vitality and coping behavior of the individual.
Subject of study: the severity of the components of resilience and strategies of coping behavior in difficult life situations among students and adults.
Research hypothesis:
Research objectives:
Theoretical tasks:
1. Carry out a theoretical analysis of the problem of the expression of resilience and coping behavior in difficult life situations.
Methodological tasks:
3. Select methods aimed at identifying the severity of the components of resilience and coping strategies in difficult life situations.
Empirical tasks:
4. Carry out a comparative analysis of the severity of various components of resilience in students and adults.
5. Carry out a comparative analysis of the severity of coping strategies in difficult life situations among students and adults.
6. Establish relationships between the severity of various components of resilience and coping strategies in difficult life situations.
Research methods:
This was ensured by the use of mathematical statistics methods in the study: Student’s T-test and r-Pearson correlation coefficient. Computer programs Microsoft Office Excel 2003 were used.
Structure and scope of qualifying work.
The work consists of an introduction, two chapters, a conclusion, a bibliography, and appendices. The list of references includes 32 titles.
resilience psychological behavior student
Purpose of this study is to determine the relationship between the severity of the components of an individual’s resilience and the severity of coping strategies in difficult life situations.
Subject of study: the prevalence of components of resilience and strategies of coping behavior in difficult life situations among students and adults.
Research hypothesis: There may be significant relationships between the severity of resilience components and the severity of coping behavior strategies in difficult life situations.
Objectives of the empirical part of the study:
Methodological tasks:
1. Select methods aimed at identifying the severity of the components of resilience and coping strategies in difficult life situations.
2. Carry out a comparative analysis of the severity of various components of resilience in students and adults.
3. Carry out a comparative analysis of the severity of coping strategies in difficult life situations among students and adults.
4. Establish relationships between the severity of various components of resilience and coping strategies in difficult life situations.
Research methods:
1. To determine the components of the severity of vitality, S. Maddi’s vitality test was used.
2. To determine the severity of coping strategies in difficult life situations, the coping test of R. Lazarus was used.
Object of empirical research: students – 30 people aged from 20 to 22 years, adults – 30 people, aged from 25 to 60 years.
Reliability of the results obtained was ensured by the use of mathematical statistics methods in the study: Student's T-test and the r-Pearson correlation coefficient.
2.2 Analysis of the severity of various components of resilience in students and adults
2.2.1 Analysis of the severity of various components of resilience in students
The structure of resilience includes the following indicators: involvement, control, risk taking. The level of resilience is also calculated based on the integration of points scored for the three components listed above. Let us consider how the various components of resilience are expressed in students.
From Table 1 of Appendix 2 it follows that 66% of students have a highly expressed component of resilience such as “risk taking”, approximately 7% have a low level of expression of this indicator, and 27% have an average level of expression. Such a component of resilience as “control” has a high level of expression in 23% of students and 23% has a low level of expression, respectively, 54% of students have an average level of expression of “control”. “Involvement” is highly expressed in only 7% of students and 20% have low level expression, “involvement”, 73% have an average level of expression.
In general, 27% of students have a high level of resilience, 60% have an average level, and only 13% have a low level of resilience.
1. The majority of student participants in the study have a high level of expression of such a component of resilience as “risk taking”, therefore, they strive for development, drawing knowledge from their experience. They are convinced that everything that happens to them contributes to their development; they are ready to act in the absence of reliable guarantees of success, at their own peril and risk.
4. In general, the majority of students participating in the study have a high or average level of resilience, in the structure of which the component “risk taking” predominates.
2.2.2 Analysis of the severity of various parameters of vitality in adults
In this section, we will consider the severity of various components of resilience in adults. From t tables 2 appendices 2 It follows that in 43% of adults such an indicator of resilience as “risk taking” is highly expressed, approximately 7% have a low level of severity of this indicator, and 50% have an average level of severity. According to the control scale, 7% of adults have high severity and 10% have low severity, respectively, 83% of adults have an average level of severity. On the involvement scale, only 3% of adults have a high level of severity and 17% have a low level of severity, 80% have an average level of severity.
Overall, 13% of adults have a high level of resilience, 77% have an average level and 10% have a low level of severity.
Thus, the following conclusions can be drawn:
1. The majority of adult participants in the study have an average level of expression of such components of resilience as “risk taking”, “control”, “involvement”.
2. In general, the majority of adult participants in the study have an average level of resilience, the structure of which is dominated by components such as “control” and “involvement.”
2.2.3 Comparative analysis of the severity of vitality components in students and adults
In order to determine the degree of significance of differences in the severity of vitality components between students and adults, the parametric t-Student test was applied. results comparative analysis are shown in Table 1.
Table 1 Significance of differences in the severity of vitality components between students and adults.
Based on the data presented in Table 1, we can draw, firstly, the conclusion that there are no significant differences between students and adults in the severity of the components of resilience and the integral indicator of resilience. Secondly, among students, such a component of resilience as “risk taking” is more pronounced than among adults (t-1.54). Thirdly, students have a higher integral indicator of vitality than adults (t -1.24).
2.3 Comparative analysis of the severity of coping strategies in students and adults
2.3.1 Analysis of the severity of coping strategies among students
Table 3 of Appendix 2 shows primary data indicating the severity of coping strategies among students. The average values of the severity of coping strategies and their correspondence to the maximum and average test scores are shown in Table 2.
Table 2 Expressiveness of coping strategies among students
Based on the data presented in Table 2, the following conclusions can be drawn:
1. The coping strategies studied among students have an average level of expression.
2. Strategies for seeking social support in difficult life situations, positive reappraisal, as well as planning to solve a problem and taking responsibility for oneself and self-control have a higher level of expression than the strategies of confrontation, distancing and flight-avoidance.
3. In general, students have higher levels of constructive strategies for coping with difficult life situations than destructive ones.
2.3.2 Analysis of the severity of coping strategies in adults
Table 4 of Appendix 2 provides primary data indicating the severity of coping strategies in adults.
Table 3 Expression of coping strategies among students
Based on the data presented in Table 3, the following conclusions can be drawn:
1. Adult participants in the study demonstrated above average coping strategies such as self-control, decision planning, seeking social support, and positive reappraisal.
2. The adult participants in the study expressed below average coping strategies such as confrontation.
3. In general, adults have more pronounced constructive coping strategies, especially self-control, planning solutions, and seeking social support.
2.3.3 Comparative analysis of the severity of coping strategies in students and adults
In order to determine the degree of significance of differences in the severity of coping strategies between students and adults, the parametric t-Student test was applied. The results of the comparative analysis are shown in Table 4.
Table 4 Differences in the severity of coping behavior according to the t-Student criterion
| Parameters of coping strategies | Mean | Mean | t-value | df | p | Valid N | Valid N |
| adults | students | Adults | Students | ||||
| Conf. | 8,13333 | 9,80000 | -2,20674 | 58 | 0,031305 | 30 | 30 |
| Remote.. | 10,80000 | 8,66667 | 3,30055 | 58 | 0,001654 | 30 | 30 |
| Self-control | 13,96667 | 11,50000 | 2,88846 | 58 | 0,005434 | 30 | 30 |
| Social support | 12,46667 | 11,96667 | 0,63794 | 58 | 0,526021 | 30 | 30 |
| Responsibility | 7,43333 | 7,60000 | -0,28356 | 58 | 0,777761 | 30 | 30 |
| Escape | 10,00000 | 11,50000 | -1,78335 | 58 | 0,079762 | 30 | 30 |
| Plan. | 13,63333 | 11,66667 | 2,71758 | 58 | 0,008656 | 30 | 30 |
| Revaluation | 13,10000 | 12,80000 | 0,31899 | 58 | 0,750880 | 30 | 30 |
Based on the data presented in Table 4, the following conclusions can be drawn:
1. There are significant differences between students and adults in the severity of the following strategies for coping with difficult situations: confrontation, distancing, self-control, escape - avoidance, planning to solve a problem.
2. Students have a significantly higher level of expression of coping strategies such as confrontation and flight-avoidance, while adults have a significantly higher level of expression of such coping strategies as confrontation and escape-avoidance, while adults have a significantly higher level of expression of distancing, self-control, and planning to solve a problem.
3. There are no differences between students and adults in the severity of such coping strategies as: seeking social support, accepting responsibility, positive reappraisal.
In general, constructive strategies for coping with difficult life situations prevail among both students and adults. Students and adults express different destructive coping strategies: among students - confrontation and flight-avoidance, and among adults - distancing.
2.4 Analysis of the relationships between the severity of various components of resilience and coping strategies
Table 5 shows the correlation coefficients, indicating that there are significant relationships between the indicators of the severity of the components of resilience and coping strategies. The table shows significant correlation coefficients or coefficients indicating a trend in relationships (cr. R = 0.26, at p = 0.05). It does not contain correlation coefficients that indicate relationships among resilience strategies or components.
Table 5. Correlations between the severity of various components of resilience and coping strategies
From the data presented in Table 5, it follows that indicators of the severity of the confrontation strategy have positive significant connections with all components of resilience and with its integral indicator. Such a component of resilience as involvement also has significant connections with the strategy of planning to solve a problem and close to significant connections with the strategy of seeking social support and positive reappraisal. Indicators of the severity of “Risk Taking” are inversely proportional to the “distancing” strategies. The integral indicator of the severity of vitality has significant connections with the severity of the confrontation strategy, and close to significant connections with the strategy of seeking social support and planning solutions.
Thus, the higher the severity of resilience, the higher the expression of such coping strategies as the strategy of confrontation, seeking social support and planning solutions.
Depending on the level of expression of one or another component in the structure of resilience, different strategies for coping with difficult life situations will prevail. Thus, the severity of “involvement” in the structure of resilience will contribute to the development of strategies for planning to solve a problem, seeking social support and positive reappraisal.
The severity of “risk taking” will increase the severity of the confrontation strategy and reduce the severity of the distancing strategy.
Conclusion
Based on theoretical analysis, we came to the conclusion that personal resilience has a significant impact on a person’s behavior in difficult life situations. Following D.A. Leontiev, we considered resilience as a belief system that includes three components: involvement, control, risk taking and contributes to successful coping with difficult situations. We considered the following strategies as coping strategies: confrontation, distancing, self-control, flight-avoidance, planning a solution to a problem, seeking social support, responsibility, positive reappraisal.
As a result of an empirical study, the purpose of which was to search for relationships between the severity of the components of resilience and coping strategies in students and adults, we came to the following conclusions:
1. The majority of student participants in the study have a high level of expression of such a component of resilience as “risk taking”, therefore, they strive for development, drawing knowledge from their experience. They are convinced that everything that happens to them contributes to their development; they are ready to act in the absence of reliable guarantees of success, at their own peril and risk.
2. About a third of the students participating in the study have a high level of expression of such a component of resilience as “control”, indicating their desire to influence the results of what is happening, to choose their own activities, their own path.
3. Such a component of resilience as “involvement” has an average level of expression among the majority of students participating in the study, therefore, they enjoy their own activities and feel confident.
4. The majority of adult participants in the study have an average level of expression of such components of resilience as “risk taking”, “control”, “involvement”.
5. The majority of student participants in the study have a high or average level of resilience, in the structure of which the component “risk taking” predominates, and the majority of adult participants in the study have an average level of resilience, in the structure of which components such as “control” predominate. and "engagement".
6. Students' strategies for seeking social support in difficult life situations, positive reappraisal, as well as planning to solve a problem and taking responsibility for themselves, self-control have a higher level of expression than the strategies of confrontation, distancing and flight-avoidance.
7. Adult participants in the study expressed above average coping strategies such as self-control, decision planning, seeking social support, positive reappraisal, but below average expressed coping strategies such as confrontation.
8. Students have a significantly higher level of expression of coping strategies such as confrontation and flight-avoidance, while adults have a significantly higher level of expression of such coping strategies as confrontation and escape-avoidance, while adults have a significantly higher level of expression of distancing, self-control, and planning to solve a problem.
9. There are no differences between students and adults in the severity of such coping strategies as: seeking social support, accepting responsibility, positive reappraisal.
10. Constructive strategies for coping with difficult life situations prevail among both students and adults. Students and adults express different destructive coping strategies: among students - confrontation and flight-avoidance, and among adults - distancing.
11. The higher the severity of resilience, the higher the expression of coping strategies such as the strategy of confrontation, seeking social support and planning solutions.
12. Depending on the level of expression of one or another component in the structure of resilience, various strategies for coping with difficult life situations prevail. The intensity of “involvement” in the structure of resilience contributes to the development of strategies for planning to solve a problem, seeking social support and positive reappraisal. The severity of “risk taking” increases the severity of the confrontation strategy and reduces the severity of the distancing strategy.
Thus, the results and conclusions of the study confirm the hypothesis put forward and indicate that there are significant relationships between the level of expression of resilience and the choice of coping strategies in difficult life situations.
Practical significance of the study.
The results and conclusions of the study can be used in the process of counseling people who find themselves in difficult life situations. They can be used for the purpose of diagnosis and subsequent development of vitality components in people belonging to different age groups. The data obtained can be used to develop programs for training coping behavior.
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Applications
Appendix 1. Research methods
1. Vitality test S. Muddy
| No | More likely no than yes | rather yes than no | Yes |
| I am often unsure of my own decisions. | |||
| Sometimes I feel like no one cares about me. | |||
| Often, even after a good night's sleep, I find it difficult to force myself to get out of bed. | |||
| I'm constantly busy and I love it. | |||
| Often I prefer to “go with the flow.” | |||
| I change my plans depending on the circumstances. | |||
| I get irritated by events that force me to change my daily routine. | |||
| Unforeseen difficulties sometimes tire me out. | |||
| I always control the situation as much as necessary. | |||
| Sometimes I get so tired that nothing can interest me anymore. | |||
| Sometimes everything I do seems useless to me. | |||
| I try to be aware of everything that happens around me. | |||
| A bird in the hand is worth two in the bush. | |||
| In the evening I often feel completely exhausted. | |||
| I prefer to set myself difficult goals and achieve them. | |||
| Sometimes I get scared thinking about the future. | |||
| I am always confident that I can bring to life what I have in mind. | |||
| It seems to me that I am not living my life to the fullest, but only playing a role. | |||
| It seems to me that if I had fewer disappointments and adversities in the past, it would be easier for me to live in the world now. | |||
| Problems that arise often seem insoluble to me. | |||
| Having experienced defeat, I will try to take revenge. | |||
| I love meeting new people. | |||
| When someone complains that life is boring, it means that he simply does not know how to see interesting things. | |||
| I always have something to do. | |||
| I can always influence the outcome of what happens around me. | |||
| I often regret things that have already been done. | |||
| If a problem requires a lot of effort, I prefer to put it off until better times. | |||
| I find it difficult to get close to other people. | |||
| As a rule, those around me listen to me carefully. | |||
| If I could, I would change a lot of things in the past. | |||
| I quite often put off until tomorrow what is difficult to do, or what I am not sure about. | |||
| It seems to me that life is passing me by. | |||
| My dreams rarely come true. | |||
| Surprises give me interest in life. | |||
| Sometimes I feel like all my efforts are in vain. | |||
| Sometimes I dream of a calm and measured life. | |||
| I don't have the tenacity to finish what I started. | |||
| Sometimes life seems boring and colorless to me. | |||
| I have no ability to influence unexpected problems. | |||
| People around me underestimate me. | |||
| As a rule, I work with pleasure. | |||
| Sometimes I feel out of place even among my friends. | |||
| Sometimes I get so many problems that I just give up. | |||
| My friends respect me for my tenacity and inflexibility. | |||
| I willingly undertake to implement new ideas. |
Vitality Test scale keys
To calculate points, answers to direct items are assigned points from 0 to 3 (“no” - 0 points, “rather no than yes” - 1 point, “rather yes than no” - 2 points, “yes” - 3 points) , answers to reverse items are assigned points from 3 to O (“no” - 3 points, “yes” - 0 points). The total resilience score and the scores for each of the 3 subscales (involvement, control, and risk taking) are then summed. The forward and backward items for each scale are presented below.
2. Coping test by R. Lazarus FINDING UP IN A DIFFICULT SITUATION, I……
| Never | Rarely | Sometimes | Often |
| focused on what I need to do next—the next step | |||
| started doing something, knowing that it wouldn’t work anyway, the main thing was to do at least something | |||
| tried to persuade his superiors to change their minds | |||
| spoke with others to learn more about the situation | |||
| criticized and reproached himself | |||
| tried not to burn bridges behind me, leaving everything as it is | |||
| hoped for a miracle | |||
| resigned to fate: sometimes I’m unlucky | |||
| acted as if nothing had happened | |||
| I tried not to show my feelings | |||
| tried to see something positive in the situation | |||
| slept more than usual | |||
| took out my frustration on those who brought problems on me | |||
| looking for sympathy and understanding from someone | |||
| I felt the need to express myself creatively | |||
| tried to forget it all | |||
| turned to specialists for help | |||
| changed or grew as a person in a positive way | |||
| apologized or tried to make amends | |||
| drew up an action plan | |||
| I tried to give some way out to my feelings | |||
| I realized that I caused this problem myself | |||
| gained experience in this situation | |||
| spoke to anyone who could specifically help in this situation | |||
| tried to make himself feel better by eating, drinking, smoking, or taking medications | |||
| took reckless risks | |||
| tried not to act too hastily, trusting the first impulse | |||
| found new faith in something | |||
| rediscovered something important | |||
| changed something so that everything was settled | |||
| generally avoided interacting with people | |||
| I didn’t let it get to me, trying not to think about it too much | |||
| asked advice from a relative or friend whom you respected | |||
| tried not to let others know how bad things were | |||
| refused to take it too seriously | |||
| talked about how I feel | |||
| stood his ground and fought for what he wanted | |||
| took it out on other people | |||
| I used past experience - I have already found myself in such situations | |||
| knew what to do and redoubled his efforts to get everything right | |||
| refused to believe that this really happened | |||
| I made a promise that next time everything would be different | |||
| I found a couple of other ways to solve the problem | |||
| I tried not to let my emotions interfere too much with other things. | |||
| changed something in myself | |||
| I wanted this to all happen or end sooner | |||
| imagined, fantasized how it all could turn out | |||
| prayed | |||
| I was going over in my mind what I should say or do. | |||
| I thought about how a person I admire would act in a given situation and tried to imitate him |
| Scale name | Questionnaire numbers that work on the scale | Maksim. Number of points | Description of coping strategy |
| Confrontational coping | 2,3,13,21,26,37 | 18 | Aggressive efforts to change the situation. Involves a certain degree of hostility and risk-taking |
| Distancing | 8,9,11,16,32,35 | 18 | Cognitive efforts to disassociate from a situation and reduce its significance |
| Self-control | 6,10,27,34,44,49,50 | 21 | Efforts to regulate one's feelings and actions |
| Finding social support | 4,14,17,24,33,36 | 18 | Efforts to find informational, actionable and emotional support |
| Taking responsibility | 5,19,22,42 | 12 | Recognizing your role in the problem with the accompanying theme of trying to solve it |
| Escape-avoidance | 7,12,25,31,38,41,46,47 | 24 | Mental drive and behavioral efforts to escape or avoid a problem |
| 1,20,30,39,40,43 | 18 | Voluntary problem-focused efforts to change the situation, including an analytical approach to the problem | |
| Positive revaluation | 15,18,23,28,29,45,48 | 21 | Efforts to create positive meaning with a focus on personal growth. Also includes a religious dimension. |
Appendix 2. Mathematical data analysis
Table 1. Indicators of the expression of vitality parameters of students (Muddy Test)
| Resilience | Engagement | Control | Taking risks | |
| 1 | 58 | 27 | 18 | 13 |
| 2 | 107 | 41 | 39 | 27 |
| 3 | 103 | 41 | 40 | 22 |
| 4 | 79 | 27 | 28 | 24 |
| 5 | 94 | 38 | 35 | 21 |
| 6 | 93 | 41 | 34 | 18 |
| 7 | 85 | 41 | 29 | 15 |
| 8 | 99 | 47 | 29 | 23 |
| 9 | 68 | 29 | 24 | 5 |
| 10 | 82 | 33 | 30 | 19 |
| 11 | 77 | 33 | 22 | 22 |
| 12 | 94 | 42 | 36 | 16 |
| 13 | 111 | 49 | 40 | 22 |
| 14 | 83 | 27 | 36 | 20 |
| 15 | 94 | 33 | 37 | 24 |
| 16 | 55 | 28 | 18 | 9 |
| 17 | 85 | 33 | 32 | 20 |
| 18 | 42 | 15 | 17 | 11 |
| 19 | 113 | 43 | 46 | 24 |
| 20 | 109 | 44 | 43 | 22 |
| 21 | 73 | 37 | 17 | 19 |
| 22 | 72 | 34 | 20 | 18 |
| 23 | 84 | 44 | 27 | 13 |
| 24 | 97 | 41 | 35 | 21 |
| 25 | 102 | 44 | 38 | 20 |
| 26 | 51 | 32 | 12 | 7 |
| 27 | 103 | 27 | 30 | 26 |
| 28 | 99 | 42 | 3 | 20 |
| 29 | 92 | 37 | 31 | 24 |
| 30 | 109 | 45 | 41 | 23 |
Table 2. Indicators of the expression of vitality parameters in adults (Muddy Test)
| Resilience | Engagement | Control | Taking risks | |
| 94 | 40 | 33 | 21 | |
| 2 | 59 | 26 | 16 | 17 |
| 3 | 93 | 41 | 30 | 22 |
| 4 | 83 | 42 | 27 | 14 |
| 5 | 81 | 37 | 30 | 14 |
| 6 | 33 | 20 | 7 | 6 |
| 7 | 86 | 40 | 27 | 19 |
| 8 | 78 | 34 | 27 | 17 |
| 9 | 66 | 32 | 23 | 11 |
| 10 | 88 | 41 | 27 | 20 |
| 11 | 77 | 40 | 29 | 8 |
| 12 | 96 | 48 | 26 | 22 |
| 13 | 100 | 44 | 35 | 21 |
| 14 | 103 | 44 | 38 | 21 |
| 15 | 92 | 44 | 33 | 15 |
| 16 | 97 | 41 | 33 | 23 |
| 17 | 60 | 25 | 16 | 19 |
| 18 | 75 | 32 | 26 | 17 |
| 19 | 73 | 35 | 24 | 14 |
| 20 | 81 | 35 | 33 | 13 |
| 21 | 92 | 38 | 37 | 17 |
| 22 | 103 | 51 | 30 | 22 |
| 23 | 91 | 41 | 37 | 13 |
| 24 | 70 | 26 | 29 | 15 |
| 25 | 100 | 41 | 38 | 21 |
| 26 | 69 | 31 | 22 | 16 |
| 27 | 76 | 29 | 28 | 19 |
| 28 | 70 | 20 | 24 | 16 |
| 29 | 72 | 30 | 30 | 12 |
| 30 | 89 | 40 | 26 | 23 |
Table 3. Indicators of the severity of coping strategies among students (R. Lazarus test)
| confrontational coping | distancing | self-control | seeking social support | acceptance of responsibility | escape-avoidance | problem solving planning | positive revaluation | |
| 1 | 8 | 11 | 15 | 13 | 8 | 12 | 8 | 10 |
| 2 | 11 | 5 | 11 | 13 | 5 | 10 | 15 | 12 |
| 3 | 13 | 6 | 12 | 13 | 9 | 10 | 12 | 16 |
| 4 | 10 | 8 | 15 | 12 | 8 | 11 | 11 | 11 |
| 5 | 12 | 7 | 7 | 14 | 7 | 17 | 14 | 12 |
| 6 | 11 | 3 | 12 | 10 | 8 | 9 | 12 | 9 |
| 7 | 10 | 9 | 15 | 13 | 6 | 8 | 14 | 17 |
| 8 | 14 | 5 | 11 | 18 | 10 | 16 | 14 | 18 |
| 9 | 9 | 12 | 20 | 12 | 7 | 11 | 13 | 17 |
| 10 | 10 | 9 | 8 | 6 | 6 | 13 | 13 | 11 |
| 11 | 12 | 10 | 13 | 11 | 8 | 9 | 10 | 12 |
| 12 | 7 | 8 | 11 | 12 | 8 | 8 | 14 | 12 |
| 13 | 7 | 12 | 13 | 9 | 6 | 6 | 17 | 13 |
| 14 | 9 | 13 | 13 | 10 | 6 | 14 | 12 | 14 |
| 15 | 13 | 10 | 15 | 12 | 8 | 13 | 14 | 16 |
| 15 | 6 | 10 | 12 | 12 | 2 | 14 | 3 | 7 |
| 17 | 7 | 10 | 10 | 8 | 5 | 10 | 11 | 8 |
| 18 | 5 | 7 | 2 | 2 | 8 | 7 | 7 | 8 |
| 19 | 10 | 8 | 8 | 11 | 8 | 10 | 9 | 6 |
| 20 | 10 | 10 | 10 | 16 | 12 | 11 | 13 | 20 |
| 21 | 9 | 10 | 17 | 16 | 11 | 10 | 13 | 21 |
| 22 | 15 | 10 | 12 | 13 | 12 | 17 | 12 | 15 |
| 23 | 7 | 12 | 11 | 12 | 8 | 15 | 9 | 14 |
| 24 | 11 | 9 | 13 | 14 | 7 | 15 | 14 | 14 |
| 25 | 7 | 7 | 9 | 11 | 9 | 12 | 6 | 11 |
| 26 | 9 | 8 | 11 | 9 | 7 | 7 | 16 | 14 |
| 27 | 7 | 6 | 11 | 15 | 6 | 12 | 6 | 8 |
| 28 | 10 | 9 | 11 | 14 | 9 | 9 | 14 | 15 |
| 29 | 10 | 7 | 4 | 16 | 4 | 13 | 10 | 11 |
| 30 | 15 | 9 | 13 | 12 | 5 | 16 | 14 | 12 |
Table 4. Indicators of the severity of coping strategies in adults (R. Lazarus test)
| confrontational coping | distancing | self-control | seeking social support | acceptance of responsibility | escape-avoidance | problem solving planning | positive revaluation | |
| 10 | 12 | 12 | 16 | 11 | 13 | 13 | 17 | |
| 2 | 8 | 10 | 17 | 15 | 8 | 9 | 16 | 13 |
| 3 | 10 | 12 | 14 | 14 | 10 | 11 | 13 | 18 |
| 4 | 8 | 10 | 15 | 13 | 7 | 9 | 14 | 11 |
| 5 | 10 | 15 | 15 | 11 | 9 | 9 | 17 | 18 |
| 6 | 5 | 6 | 6 | 14 | 10 | 17 | 9 | 6 |
| 7 | 6 | 8 | 14 | 12 | 5 | 6 | 9 | 18 |
| 8 | 11 | 14 | 18 | 15 | 9 | 10 | 14 | 16 |
| 9 | 9 | 10 | 16 | 13 | 6 | 12 | 13 | 13 |
| 10 | 3 | 16 | 12 | 7 | 6 | 7 | 12 | 8 |
| 11 | 6 | 11 | 12 | 9 | 8 | 9 | 12 | 16 |
| 12 | 11 | 6 | 12 | 13 | 8 | 10 | 12 | 11 |
| 13 | 9 | 10 | 14 | 15 | 7 | 9 | 15 | 14 |
| 14 | 8 | 11 | 17 | 16 | 7 | 9 | 13 | 14 |
| 15 | 9 | 11 | 10 | 13 | 6 | 10 | 10 | 9 |
| 15 | 10 | 11 | 14 | 9 | 9 | 14 | 16 | 10 |
| 17 | 10 | 8 | 12 | 8 | 7 | 7 | 12 | 13 |
| 18 | 5 | 11 | 18 | 10 | 6 | 6 | 12 | 13 |
| 19 | 7 | 14 | 18 | 15 | 5 | 9 | 15 | 20 |
| 20 | 2 | 9 | 16 | 12 | 8 | 9 | 16 | 19 |
| 21 | 9 | 13 | 14 | 8 | 7 | 8 | 15 | 14 |
| 22 | 13 | 9 | 17 | 12 | 8 | 17 | 14 | 11 |
| 23 | 15 | 12 | 8 | 15 | 3 | 13 | 17 | 8 |
| 24 | 5 | 11 | 14 | 13 | 7 | 12 | 13 | 15 |
| 25 | 9 | 13 | 14 | 9 | 5 | 2 | 13 | 10 |
| 26 | 2 | 15 | 16 | 7 | 9 | 9 | 15 | 11 |
| 27 | 8 | 9 | 8 | 16 | 7 | 15 | 12 | 10 |
| 28 | 12 | 10 | 15 | 17 | 9 | 15 | 14 | 14 |
| 29 | 11 | 12 | 16 | 13 | 9 | 9 | 12 | 11 |
| 30 | 3 | 5 | 15 | 14 | 7 | 5 | 14 | 12 |
An analysis of the value attitudes of older people towards themselves and others in relation to the satisfaction of older people with their lives was carried out. Life satisfaction was measured by self-esteem on a 5-point scale. Value attitudes towards oneself and others were described by the content of attributive characteristics, as well as structural and dynamic parameters reflecting the importance of others, the tendency to value and devalue, idealize, perceive as accessible, and condemn as unacceptable. As a result of correlation analysis, a direct relationship was revealed at the p level
elderly age
value relations
life satisfaction
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4. Nikolaeva I.A. Universal criteria for value and moral assessment and accompanying psychological phenomena // Psychology of morality / Ed. A.L. Zhuravlev, A.V. Yurevich. M.: Publishing House IP RAS. 2010. pp. 67-94.
5. Nikolaeva I.A. A new method for studying personal values. Part 2. Structural phenomena of value relations // Siberian Psychological Journal, 2011. No. 39. P. 112-120.
6. Ovsyanik O.A. Gender characteristics of perception of age-related changes by women 40–60 years old // Psychological research. 2012. No. 2(22). P. 8. URL: http://psystudy.ru (access date: 05/10/2015). 0421200116/0020
7. Salikhova N.R. Value-semantic organization of the individual’s living space. ― Kazan: Kazan. univ., 2010. ― 452 p.
8. Sapogova E.E. Existential-psychological analysis of old age // Cultural-historical psychology. - 2011. - No. 3. - pp. 75-81.
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10. Shakhmatov N. F. Mental aging: happy and painful. - M.: Medicine, 1996. - 304 p.
Life satisfaction as a subjective integral indicator of quality of life is of great interest. In its study, various components are distinguished: self-assessment of health, living conditions, social environment, subjective well-being satisfying life needs, and others. M.V. Ermolaeva believes that life satisfaction reflects a global assessment of the quality and meaning of life in old age, which is a complex and insufficiently studied area. According to N.R. Salikhova, life satisfaction is “an integrative, deep experience by a person of his life situation and the entire context of life activity as a whole, summing up the general feeling of the course of his life.”
There is evidence of increased life satisfaction as people age. There was an increase in self-confidence and confidence in the possibility of control and manageability of life. HER. Sapogova explores the existential foundations of satisfaction: in old age, “a person strives... to accept himself as a given and to give value to this given.” The author notes the “existential freedom”, the “deepest authenticity” of the elderly, their “freedom to remain themselves.” “The personality, to some extent, begins to transform itself into a symbol and “plunge into eternity.” N.F. Shakhmatov describes the self-sufficient life position and new interests of older people, satisfied with their lives and turned to nature, animals, and selfless help. HE. Molchanova shows that along with a general decrease in the value of the self, there is a fixation on positive character traits; reduction of ideal goals; orientation towards the lives of children and grandchildren.
This work largely overlaps with the above studies, since personal values, which are not always realized, are the final basis for assessing one’s life and oneself. The result of the assessment is the value relationship of the individual to all aspects of human existence and to life in general. Life satisfaction can also be considered as an integral value attitude towards one's life.
Target work: to identify the relationship between life satisfaction and value attitudes towards oneself and others in old age.
In this work, we will consider value relations towards ourselves and others, highlighting the substantive and structural-dynamic aspects in them, in accordance with the model of value assessment by I.A. Nikolaeva.
Content of value relations towards themselves and others will be determined in accordance with the emotional orientation of the socio-perceptual signs with which our respondents characterize other people. Categories of emotional orientation (B.I. Dodonov) - altruistic, practical, communicative, gnostic, aesthetic, romantic, fearful, gloric, hedonic, manners and norms. To these are added categories of physical and emotional state (psychodynamics), and an undifferentiated assessment (for example, “terrible”, “wonderful”).
Structural-dynamic parameters value relations record the dynamic tendencies of value relations or a person’s propensity for an individually unique value assessment in the aspects of importance and accessibility or feasibility (N.R. Salikhova) of personal values, admissibility/inadmissibility of “anti-values”, preference or neglect (M. Scheler) in assessments others, self-worth. Previously, we identified the following structural and dynamic parameters:
The tendency to evaluate others as high or as low as possible (the tendency to idealize or denigrate others), as well as to evaluate “above average”, “above oneself”, “equal to oneself”;
Absoluteness/relativity of idealized and “anti-ideal” assessments (subjective probability or belief in the embodiment of the values of Good in real life and the embodiment of Evil);
The degree to which idealized others differ from others (subjective attainability (availability) of values in one’s own life);
The degree to which “anti-ideal” others differ from the rest (subjective admissibility/inadmissibility of “anti-values” in life);
Self-worth (integral self-esteem in the coordinates “ideal - anti-ideal”).
Sample: 80 people aged 54-80 years.
Methods: Subjective assessment of life satisfaction on a 5-point scale. Value attitudes towards oneself and others and the social roles of “others” in the life world of the elderly were studied using the “value vertical” method by I.A. Nikolaeva. The gender, age of the respondents, and whether they lived with or without a family were also recorded.
Statistical processing used correlation and factor analysis using the principal component method from the Statistica 6 software package.
Results and discussion
One significant correlation was found between life satisfaction and the parameters of an individual’s value relations - this is the connection with the tendency to value others above average (r=0.34; p<0,01). Чем чаще другие оцениваются выше среднего, тем выше удовлетворенность жизнью. В свою очередь, склонность ценить других выше среднего значимо связана с комплексом других ценностных параметров (таблица 1) и, возможно, является главным «модератором» взаимосвязи ценностных отношений к себе и другим с удовлетворенностью жизнью пожилого человека.
Table 1
Significant correlations between the tendency to value others “above average” and other parameters of value relations in the elderly (n=80; *p<0,05, ** p<0,01, *** p<0,001)
The more others are valued above average, the softer are the evaluations of anti-ideals (p<0,001), но более выражена недопустимость антиидеалов (p<0,01). Ценностные оценки «выше среднего» связаны с образами родных (p<0,01), с альтруистическими характеристики (p<0,01). Менее характерны романтические (p<0,05) и пугнические (p<0,05) оценки, что отражает склонность к миролюбию и реализму у тех, кто ценит других выше среднего.
Subsequent factor analysis showed that this set of connections reflects only one factor with the smallest variance from the five-factor structure of value attitudes towards oneself and others. In FA, the principal component method identified 5 main factors describing 72.4% of the variance of the studied characteristics (Table 2) .
table 2
Factor description of value relations and life satisfaction of older people
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Identified variances (in %) |
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Tendency to value others above average |
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Tendency to value others more highly than oneself |
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Tendency to value others as equal to oneself |
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Tendency to give subjectively maximum estimates |
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Tendency to give subjectively minimal assessments |
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Relativity (realism) of “ideals” |
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Relativity (softness of assessments) of “anti-ideals” |
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Subjective inaccessibility of ideals |
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Subjective inadmissibility of anti-ideals |
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SO - Self-Esteem |
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Images of consciousness |
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Boys |
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Relatives |
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Screen stars, famous personalities |
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Film and literary heroes |
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Animals |
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Communication |
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Altruistic |
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Aesthetic |
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Physical |
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Gnostic |
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Practical |
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Manners and norms |
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Pugnic |
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Undifferentiated assessment |
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Emotions, psychodynamics |
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Romantic |
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Gloric |
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Hedonic |
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Satisfaction |
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Gender: male (1), female (0) |
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Complete family (1) - single-parent (0) |
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Ifactor describes 22.38% of the feature distribution. The life satisfaction parameter was not included in it. But it includes the parameter of family completeness (complete family, r = -0.21), i.e. likelihood of elderly living alone. This factor assumes a small number of women (r = -0.42) in the content of consciousness, but the obligatory presence of children (girls, r = 0.87; boys, r = 0.91), who are rated uniquely positively (r = 0.37 ). This factor is not characterized by character descriptions (r= -0.27), practical (r= -0.31) and gnostic (r= -0.26) categories. It is logical to call this factor “pleasant thoughts about grandchildren”. It did not include the parameters of value relations at all.
Thus, “pleasant thoughts about grandchildren” are not associated with the specific value relations of older people, with their gender and with life satisfaction. “Pleasant thoughts about grandchildren” are more typical for single pensioners living separately from their children.
IIfactor(16.8%). It includes, with significant factor loadings, life satisfaction (r = 0.17), low self-esteem (r = -0.6), the tendency to value others above oneself (r = 0.38) and “on an equal footing” with oneself (r = 0 .26), as well as a clear separation of acceptable and unacceptable (r = 0.27). This factor is typical for women, because... strong weight has a gender significance (gender, r= -0.6). At the same time, respondents mention almost only women (r= 0.73), while men are absent (r= -0.80). The factor is not characterized by undifferentiated assessments of others (r = -0.30). The attributes equally express aesthetic, romantic, physical, gnostic, fearful, and somewhat less hedonic characteristics.
So, this is a factor in the value relations of women, whose thoughts are filled with female images in the diversity of their physical and personal characteristics, with a positive attitude towards other people. There is a slight trend towards satisfaction with one's life (r= 0.18).
The variety of perceptual signs indicates the increased psychological competence of women, which is necessary for the formation of a new (or maintenance of old) identity and self-esteem. The trigger for self-knowledge and knowledge of others during this period is likely to be difficulties in social interaction and achievement. As a respondent from Krasnova’s work said: “It has become the most difficult thing to achieve, but before you just had to smile...”. The sources of socio-psychological competence and self-improvement are communication with other women, comparing oneself with them. The increasing need for community with others is manifested in assessments of others as “equal to oneself” (r = 0.27) and leads to an expansion of the circle of female acquaintances. Those. The institution of “girlfriends” becomes especially important, as they act as a mirror in the formation of a new identity. Interestingly, this factor excludes thoughts about men. Some facts from other studies help explain this phenomenon. Firstly, many women of this age live without a husband due to divorce, death of a husband and did not have a husband before. Secondly, marital relationships are changing: “I want to leave the house, not sit with my husband. I know everything he’ll say.” Thus, the importance of men is reduced, although the main source of interest in oneself is still “the desire to maintain attractiveness, youth or a feeling of youth”, the problem of “standards of beauty, physical characteristics and one’s own desirability (for others)” is relevant. It is also possible that due to low self-esteem compared to other more attractive women, men are pushed out.
However, all this, including reduced self-esteem, does not lead to a decrease in life satisfaction. Probably, satisfaction with life is experienced not as a consequence of external and internal conditions, but as an attitude towards the value of life, whatever it may be. For example, one of our respondents (who had already buried her husband and son) says: “But I wanted to live! I will live to spite everyone!” Another: “Look at the youth - they are disappointed in everything, everything is bad for them... But we love life so much! So let’s hold on to it!”
IIIfactor(13.42%) and IVfactor(10.7%) tend to be dissatisfied with life (r= -0.18). The third factor is also represented by the richness of social perception. But the content of the attributes differs from factor II. Here are gloric (r=0.47), romantic (r=0.56), fearful (r=0.59), communicative (r=0.53) signs, assessments of manners and norms (r= 0.39). Undifferentiated assessments (r= -0.35) and practical characteristics (r= -0.26) are not typical.
The difference from factor II also lies in the fact that ratings of others above average (r = -0.26) and, especially, above oneself (r = -0.32) are not typical. Self-esteem is rather high (r = 0.21). There is also the possibility of an unrealistic, too high assessment of the “chosen ones” (r = -0.18). At the same time, there is no subjectively unattainable (r = -0.26), as well as unacceptable (r = -0.25). Thus, this factor reflects the tendency of impractical, romantic natures, perfectionists, focused on competition and struggle. Despite their high self-esteem, they generally have a negative attitude towards people and are less satisfied with life.
This factor is also more likely to be female (r = -0.19). As O.A. showed Ovsyanik, tendencies towards achievement in women aged 40 to 60 are characteristic of masculine women, and Krasnova identified a tendency towards achievement in older women with high educational and social status. Our data shows this trend coupled with lower life satisfaction.
IVfactor is specific in that in the thoughts of the elderly there are animals (r=0.68), film and literary heroes (r=0.49), as well as “stars” (r=0.4). Perception is subordinated to hedonic (r=0.55), aesthetic (r=0.36), romantic (r=0.21) orientation, and there are no characteristics of the mind (r= -0.26). We also see a decrease in self-esteem (r= -0.2) and overestimation of others regarding oneself (r= 0.20), along with a significant number of “anti-ideals” (r= 0.35). This factor suggests increasing age (r= 0.25).
As we see, some dissatisfaction with life and withdrawal into an imaginary world is associated with a decrease in self-esteem, overestimation of others and an increase in the number of anti-ideals. A similar change in interests and departure from reality is described in other works. They are explained by a change in interests due to physiological and social changes and restrictions.
Note that the third and fourth factors are opposite in their value relations towards others: in the third factor, an orientation toward ideals and underestimation of others predominates, while in the fourth, when overestimating others, there are many anti-ideals. Both options are associated with decreased life satisfaction.
Vfactor ( 9%) is similar to factor II, a positive trend in life satisfaction (r = 0.17) in combination with a trend in age (r = 0.32). Here, a mental appeal to relatives (r=0.59) is accompanied by altruistic attributes (r=0.34) and a description of normative behavior (r=0.26). Gnostic (r=-0.33), practical (r=-0.37), fearful (r=-0.19), romantic (r=-0.37) features are not typical. Others are rated above themselves (r=0.25) and above average (r=0.58). Anti-ideals are assessed “softly” (r=0.56), but with a strict idea of their inadmissibility (r=0.31).
In everyday language, these are peace-loving, kind elderly people living in the real world, focused on their relatives. Certain standards of behavior are important to them, and they evaluate others positively.
conclusions
Life satisfaction among older people is not directly related to self-esteem or the value of grandchildren, but is manifested in a tendency to value others “above average.”
The tendency towards satisfaction can be seen: a) in women at the beginning of old age, ignoring men and forming a new age identity and social-perceptual competence based on referent female images; b) older adults with a focus on family, altruistic and traditional values and softness in assessing their violations.
The tendency towards dissatisfaction can be traced: a) among the elderly, who tend to absolutize “ideals” and are focused on competition and achievement with the devaluation of others; b) in older people with a hedonic-aesthetic orientation, who replace real communication with mass media and animals and tend to give others the lowest possible ratings, i.e. prone to slander.
In general, life satisfaction does not have direct connections with most of the studied parameters, which indicates the multi-level nature of the phenomena being studied, their complex mutual influence, and the need for their further study.
Reviewers:
Chumakov M.V., Doctor of Psychology, Professor, Head. Department of Developmental and Developmental Psychology, Kurgan State University, Kurgan;
Dukhnovsky S.V., Doctor of Psychology, Professor of the Department of General and Social Psychology, Kurgan State University, Kurgan.
Female gender was designated by zero, male by one.
Bibliographic link
Nikolaeva I.A. THE RELATIONSHIP OF OLDER PEOPLE’S LIFE SATISFACTION WITH THEIR VALUABLE RELATIONSHIPS TO THEMSELVES AND OTHERS // Modern problems of science and education. – 2015. – No. 2-1.;URL: http://site/ru/article/view?id=20605 (date of access: November 25, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"