Socio-psychological features of young people's sensional orientations and its adaptation to management activity

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Socio-psychological features of young people's sensional orientations and its adaptation to management activity

Боярин Л.В., Завацька Н.Є., Блискун О.О., Бучко Т.М. Соціально-психологічні особливості смисложиттєвих орієнтацій молоді та її адаптації до управлінської діяльності

У статті розкрито соціально-психологічні особливості смисложиттєвих орієнтацій молоді та її адаптації до управлінської діяльності. Результати дослідження показали, що кожному типу соціально-психологічної адаптації відповідає свій варіант образу успішної особистості, адаптованої до управлінської діяльності. Адекватність-неадекватність цих уявлень, афективне ставлення до цих уявлень, в тому числі й ступінь їх прийняття, як складових смисложиттєвих орієнтацій молоді та її адаптації до управлінської діяльності, впливають на вибір стратегії і тактик самореалізації, можуть визначати успішність. Виражена гендерна диференційованість уявлень про успішну особистості у групи непрацюючих респондентів, яка полягала в негативній проекції себе на образ успішної жінки, і позитивному сприйнятті образу успішного чоловіка, призвела до зниження їх адаптивних можливостей, на відміну від тих респондентів, які не диференціювали для себе чоловічий і жіночий успіх у професійній сфері управлінської діяльності. Більш глибоке розуміння ролі і механізмів формування субактивного образу успішності у низці смисложиттєвих орієнтацій молоді сприяло розробці та оптимізації програм з адаптації, підвищення ефективності особистості не тільки в професійній діяльності, а й у повсякденному житті.

Ключові слова: молодь, смисложиттєві орієнтації, адаптація, успішність, управлінська діяльність.

Problem statement

One of the main tasks of the modem higher education system is to provide young people with ample opportunities to choose their own educational trajectory, to teach them to move freely in the space of ideas, to help them develop a holistic view of the world. Among the priority requirements of modern education that are imposed on the qualities of students is the ability to make responsible decisions about themselves and others.

The most important life value of an individual is the achievement of success (social, professional, etc.). The orientation of a person towards achieving success is considered by many scientists to be an important condition for the development of both an individual and society.

In this regard, the question arises of the relationship between the content of the subjective image of a "successful personality" and the level of socio-psychological adaptation. In the same problem situations, different people adapt in different ways and with varying degrees of success. Such facts indicate that there must be an ability to adapt, or adaptability, and in terms of the level of possession of this ability, there are large individual differences in connection with the age, social status, mental state of the individual.

Analysis of recent research and publications. In psychological research, social responsibility is interpreted as the tendency of a person to adhere to generally accepted social norms in a given society, to fulfill role responsibilities and her willingness to give an account of her actions. In the study, we proceeded from the understanding of students 'social responsibility as an integrative quality of a person, which is an indicator of his social maturity and determines the direction of students' activity on the basis of awareness of social norms and values, their acceptance, the ability to assess the consequences and results of their own activities.

An analysis of the literature on this issue made it possible to assume that the objective and subjective reasons for failures, the reasons for the "unsuccessful" adaptation strategy, depend on the formation and characteristics of the content of the subjective image of the "successful personality" and the degree of identification of the self-image with it.

The purpose of the article is to reveal the socio-psychological features of the meaningful life orientations of young people and their adaptation to management.

Presentation of the main material and research results

In order to identify the main features of the development of life-meaning orientations and social responsibility of students, an experimental study was carried out. The experiment involved students of the Faculty of Humanities, Psychology and Pedagogy from 1 to 4 courses (80 people) at the age of 18-21 years.

In order to test the hypothesis, put forward, the study identified the relationship between the adaptability of respondents in the labor market and the content of their subjective image of a "successful personality", as well as in relation to the hierarchy of values and personality traits that reflect their psychological adaptability. The study involved 114 people. This sample consisted of 60 unemployed (socially unadapted) and 54 employed (socially adapted) respondents. The groups of respondents were divided into two age categories: "young" and "older" generation. The "young" generation was considered to be persons aged 18-35 years, the "older" generation - respondents 35-65 years old.

In the course of carrying out the methodology "Methods for the study of psychological components of responsibility" it was found that in the cognitive component of responsibility among students, the variable "meaningfulness" (82%) prevails over "awareness" (18%). This means that students feel responsible for the obligation to fulfill the assigned task, strict fulfillment of their duties and promises. They also feel an inner obligation to themselves, reliability and a sense of duty. In the motivational component of student responsibility, “socially significant motivation” (71%) prevails over “personally significant motivation” (29%), which suggests that students are guided in their behavior by a sense of responsibility, duty to themselves and to others.

In the emotional component of students' social responsibility, “sthenism” (64%) prevails over “asthenicism” (36%), which indicates that students are dominated by emotions of joy, pride, optimism, anticipation of a positive outcome and intentions. Such students experience joyful emotions from the upcoming important tasks, they are ready to overcome difficulties in fulfilling important assignments.

An important stage in the study of life-meaning orientations and social responsibility of students is the stage of development and testing of a practice-oriented program for the development of students' social responsibility. The solution to this problem is possible through the introduction of new teaching methods and technologies aimed at combining the educational process and practical activities of students in partner organizations of the university. One of these methods is already being used by teachers from foreign universities called Service Learning. The origins of this method are based on the developments of American scientists and are associated with the name of J. Dewey. An analysis of scientific books on this issue, as well as an analysis of the websites of US universities shows that they are actively implementing the method in practice. The most common definition of learning by doing

Learning by doing in American Studies is a teaching and learning strategy that integrates meaningful community work with teaching and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

Relevant for the study is the identification of psychological conditions, the creation of which increases the level of social responsibility of students in the course of the teacher's implementation of the "Learning by Action" method. These conditions are still insufficiently studied, and the development of psychological recommendations based on them will allow university teachers to effectively implement the “Learning by doing” method in teaching their disciplines.

In order to test the hypothesis, put forward, the study revealed the relationship between the adaptation of young people in the labor market with the content of their subjective image of a "successful personality", as well as in relation to the hierarchy of values and personal characteristics reflecting their psychological adaptation.

Diagnostics of the image of a "successful personality" was determined using the projective technique "Draw a successful woman and a successful man" (modifications of the technique of Makhover, Wenger). It was expected that the modified version would allow not only to "reveal" the image of oneself, psychological characteristics, emotional state, conflict indicator, value attitudes of the subjects, but also the subjective content of the image of a "successful person", the specifics of gender aspects of perception of these images.

To enhance the parameters of the validity of the projective methodology, the results were compared with the data obtained using the methodology of E. Fantalova "The level of ratio of" value "and" accessibility "in various spheres of life" (Ilyin, 2003), which made it possible to assess which life values of the individual are leading, as well as to establish the presence of internal conflict in connection with the discrepancy between available and desired values.

Indicators of psychological adaptation / maladjustment were determined as the severity of negative psychological states (manifestation of anxiety, frustration, aggressiveness, rigidity and level of neuroticism) using the Eysenck tests "Self-assessment of mental states" and "Personality types" (Raigorodsky, 2001). The results of psychodiagnostics were supplemented by a questionnaire, where it was proposed to answer additional questions in order to identify the stereotypical perception of the image of a "successful personality" in the ideas of the subjects.

The results of the survey showed that from the point of view of the respondents of the "older" generation, the indicators of success in life are such values as a sense of significance, involvement in active activity, the presence of close people, and health. From the point of view of the "young" generation, an indicator of success is, first of all, material and status separation, but the presence of a formal education and family play an important role in this.

According to the survey results, a socially adapted group of respondents emphasizes family values, while a socially unadapted group of respondents emphasizes the professional and material components of success. At the level of social stereotypes, the idea persists, especially among the respondents of the "older" age, that success, and especially public success, is a man's prerogative, while it is more important for a woman to maintain family well-being. The "young" generation is inclined to believe that modern successful people should first of all realize themselves in the professional sphere, and then combine professional and family roles.

According to the results of the projective methodology, a socially unadapted group of respondents of the "older" generation, painting a "successful woman" in gloomy tones and in a modest social role, projected their personality traits, experiences, negative emotional and mental states, and internal conflict onto this image. At the same time, a positive image of the image of a "successful man" testifies to gender differentiation in the perception of the image of a successful person. social psychological meaningful youth

The presence of low self-esteem of the subjects, depressive tendencies, anxiety, frustration, an increased level of neuroticism, revealed in projective diagnostics, was confirmed in the results of G. Eysenck's tests "Self-esteem of mental states and personality types".

According to E. Fantalova's methodology "The level of correlation of" value "and" accessibility "in various spheres of life, the respondents of this group also observed the presence of an internal conflict in connection with the inability to realize the desired values, such as material wealth and professional employment, in reality. In terms of social status and psychological characteristics, this group can be attributed to the type of "temporary situational maladjustment", in accordance with the concept of A. Nalchadzhian (Nalchadzhyan, 2010).

The respondents showed a tendency to depict the attributes of family values in the upper left corner of the paper, and the attributes of material wealth, business environment, and career achievements around the depicted image. This suggests that they have a family at the level of intention, plans for the future, desires, and at the present time priority is given to professional self-realization, the achievement of stable material prosperity. The image of a "successful man" was also depicted in a high-status position with the presence of material attributes: a car, a house, money, business clothes. For the representatives of this group, the success of men and women, as representatives of social groups, is more similar than different. Consequently, in their view, there is no rigid differentiation of male and female roles in terms of social orientations and life values (Bem, 2004).

The respondents of the "younger" generation also observed the transfer of their mental state and internal conflict to the image of a "successful woman." Among female students, it was expressed in manifestations of infantilism, rigidity, and aggressiveness. The respondents who have been looking for work for less than a year - in anxiety, aggressiveness, which also found its confirmation in the results of the tests by G. Aysenck. According to the results of E. Fantalova's methodology, the presence of an internal conflict among students was in the inaccessibility of a materially secured life, love (spiritual and physical intimacy with a loved one). For respondents looking for work, the reason for their internal conflict was the lack of interesting work and a happy family life. The unemployed group of the "young" generation can be attributed to the type of "temporary situational adaptation", which can easily turn into a state of "temporary situational maladjustment" both as a result of intrapsychic changes and as a result of changes in certain aspects of the situation.

An interesting fact is that socially adapted respondents, like the previous, unemployed group of women, projected their mental state onto the image of a "successful woman", expressed in rigidity, aggressiveness and anxiety, which was confirmed by the results of Aysenck's tests.

In the value-semantic sphere of the personality of those employed, the leading value turned out to be a happy family life, which was also reflected both in the projective methodology and in the results of E. Fantalova's methodology. At the same time, age differences can be distinguished. For the respondents of the "older" generation, the value priorities, judging by the pictures, were the status of a "successful woman", the presence of material attributes (house, jewelry, car). The image of a "successful man" was defined through the presence of a family, material wealth and achievements in the professional sphere. Gender differences in the attributes of "successful woman" and "successful man" were not clearly expressed, which indicates that for socially adapted women the life opportunities and chances presented to men and women, in society and in the professional sphere, are perceived to be equal.

For the respondents of the "young" generation, it was typical to portray the image of a "successful man" and "a successful woman" together. The "success" of both characters was determined through the presence of family values, material wellbeing, and professional self-determination. Gender differences in the attributes of a "successful woman" and "a successful man" were nevertheless traced. It was typical for one group of respondents to portray the image of a "successful man" through a high-status position, while the image of a "successful woman" (in the same figure) was assigned the role of a housewife, completely dependent on the financially secure husband, who is the head of the family. For the rest of the group of respondents, there was no strict differentiation between "male" and "female" success. Achievements in the professional sphere, material well-being, for the representatives of this group was equally accessible, both for women and men.

It can be concluded that the reason for identifying their "I-image" with the image of a "successful personality" was the fact that this group of respondents had a system of positive ideas about themselves, which they considered to correspond to reality. In terms of social status and the identified psychological characteristics, this group of respondents can be attributed to the type of "stable situational adaptation", which presupposes reliable long-term adaptation, but only in certain typical, repetitive situations (Nalchadzhyan, 2010).

Conclusions. The results of the study showed that each type of socio- psychological adaptation has its own version of the image of a successful person, adapted to management. Adequacy-inadequacy of these ideas, affective attitude to these ideas, including the degree of their acceptance as part of the meaning of life orientations of young people and their adaptation to management, influence the choice of strategy and tactics of self-realization, can determine success. The pronounced gender differentiation of perceptions of a successful personality in groups of unemployed respondents, which consisted of a negative projection of the image of a successful woman and a positive perception of the image of a successful man, led to a decrease in their adaptive capacity, in contrast to those respondents who did not differentiate women's success in the professional field of management. A deeper understanding of the role and mechanisms of forming a subjective image of success in a number of meaningful life orientations of young people contributed to the development and optimization of adaptation programs, increasing the effectiveness of personality not only in professional activities but also in everyday life.

References

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