Abstract
The study aims to define the semantic fields of the "life competence" concept and clarify the nature of the relationship between understanding this concept and the setting of life tasks by young people in war. The goal was achieved by solving the following tasks in turn: clarifying the etymology of the "life competence" concept and its content and structural components as semantic fields of understanding this concept in everyday and scientific contexts; studying the semantic space of understanding life competence by young people in war conditions; determining the impact of the peculiarities of understanding the "life competence" concept by young people on their life tasks. The tasks were solved with the help of theoretical (theoretical and methodological analysis, comparison and generalization of results), empirical (semantic differential method, narrative survey method), and mathematical (factor and correlation analyses) methods. The conducted theoretical and empirical research has shown a sufficient cognitive complexity of the "life competence" concept young people's understanding and concepts closely related to it: "life experience", "life task", "difficult life situation", as well as the closeness of semantics to scientific contexts. It has been found that the semantic fields of these concepts are in close direct relationship, which are logically interpreted in the context of everyday thinking and modern psychological science. Defined positive correlations of the criteria for understanding the "life competence" concept by young people with the life tasks that young people set during the war: development, education, family mutual assistance, helping others, solving problems of material support, preserving psychological health, which allowed us to characterize the features of young people semantic space by their life tasks priorities Keywords: life competence, semantic space, difficult life situation, life experience, life task, war, youth
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