Life-purpose Orientations Research Articles

ОСОБЕННОСТИ ПЕРЕЖИВАНИЯ СИТУАЦИИ ПСИХОГЕННОГО БЕСПЛОДИЯ У ЖЕНЩИН, ИМЕЮЩИХ ОПЫТ ЭКСТРАКОРПОРАЛЬНОГО ОПЛОДОТВОРЕНИЯ

This article presents the results of a psychodiagnostic study of the experiences of women suffering infertility of unknown origin (psychogenic infertility) and having experience of in vitro fertilization (IVF). Our study involved 59 women who had no physiological problems with reproductive health. The control group included 39women with the first pregnancy, who had no negative pregnancy experience. The experimental group consisted of 20 women with no history of pregnancy who underwent in vitro fertilization (IVF) without success. The main assumption is that the characteristics of the experience are associated with the success of IVF. Experience was studied in terms of four components: semantic, emotional, temporal and cognitive. The aim of the work was to study the characteristics of experiences in women with psychogenic infertility who underwent IVF. The study was carried out using psychodiagnostic methods: test of life-purpose orientations by D. A. Leontyev, Luscher Color Test, Life Line test adapted by T. D. Vasilenko, questionnaire of socio-psychological personality attitudes by O. F. Potemkina. Statistically significant differences were found in the temporal and cognitive components of the experience. A conclusion was made about the relationship between the above components of the experience and unsuccessful IVF procedure.

Self-actualisation and life-purpose orientations of students with different hierarchy of values

The article presents the results of exploring value and life-purpose orientations along with self-actualisation of studying youth. Two groups of students were identified according to the hierarchical structure of value orientations that have different features of life-purpose orientations and aspects of self-actualisation. The study was conducted on the basis of the State University of Social Sciences and Humanities. A large number of students of the humanities specialties participated in it. The analysis of values was performed with the methodology of value orientations proposed by M. Rokeach, the analysis of self-actualisation aspects – with a self-actualisation test suggested by L.Y. Gozman, M.V. Kroz and M.V. Latiskaya. The examination of life-purpose orientations was based on the test of life-purpose orientations developed by D. A. Leontiev. It was empirically proved that value orientations being a general meaningfulness of life are associated with its perception as a holistic process and with such features of self-actualisation as goals, beliefs, attitudes, and principles. Consequently, in the first group of students, behaviour and values depended on external evaluation and guidance, and due to the fact that attitudes to values are formed at a given time and in certain conditions, students being the subjects cannot control their life. The second group of students realises the phenomenon of self-actualisation as independence, the desire to follow their own values in life and behaviour, which are integrated into the personality structure, and the youth being the subjects can exercise this control.

Civil identity of students at a military training center: empirical research experience

Importance. One of the urgent tasks of modern Russian higher education is the development of the civil identity of students. Moreover, particular importance acquires the civil identity of students of military training centers, who, along with the civil one, receive a military specialty and must be ready for professional self-realization in both the civil and military spheres. An analysis of scientific publications in recent years shows that there is not enough empirical research devoted to the study of the civil identity of MTC students, which determined the choice of the topic of our research.Research Methods. The main tools of the empirical research are the standardized methods “Value Survey” (M. Rokeach), the LPO method “Life-Purpose Orientations” (D.A. Leontiev), the author’s modification of the “My Choice” questionary (S.S. Grunshpun), as well as the author’s questionary “The Heroic Past and Present of Russia,” reflecting the specifics of the educational activities of the military training center. Research base: Military training center at SPbSUT The Bonch- Bruevich Saint Petersburg State University of Telecommunications. The sample consisted of 400 male students aged 19 to 23 years (200 of the 2nd year students and 200 of the 4th year students).Results and Discussion. A comparative analysis of diagnostics of the civil identity components formedness (motivational, cognitive, behavioral, emotional-evaluative) shows positive dynamics in the change in hedonic motives in the 2nd year to conscious ones in the 4th year. Statistically significant correlations are identified between: “goals in life” scales: the presence of goals that give life meaning and direction and time perspective is associated with cheerfulness (p ≤ 0.05); locus of control – life and controllability of life. The belief that a person (student) is given the freedom to make decisions, control his life, and take responsibility is negatively related to freedom (p ≤ 0.05), positively related to interesting work (p ≤ 0.05); life effectiveness or satisfaction with selfrealization; a change in attitude towards events significant for the state and Russian society, and an awareness of the importance of responsible service to one’s country is identified; increasing the level of knowledge of the history of the Russian state, which is reflected in improving the overall academic performance of students and motivation for further professional self-realization in their chosen specialty.Conclusion. The introduction of a comprehensive program for the development of civil identity of students “To Serve Russia” into the educational activities of the military training center contributes to the development of positive motivation of students to serve the Russian state and society; expanding knowledge and ideas about the heroic past and present of the Russian people; increasing interest in acquiring experience in solving military-professional tasks to ensure the preservation and strengthening of Russian statehood; a positive emotional assessment of events significant for the state and the manifestation of an active civil position in socially significant activities.

Связь локуса контроля и смысложизненных ориентаций у спортсменов разных уровней мастерства

The article considers the relation between locus of control and life-purpose orientations of sportsmen with varying skill level, and determines the influence of a skill level as a moderator in this relationship. The study has found that both internality and externality play a significant role in this process. Sportsmen-internals show higher indices of life meaningfulness compared to externals. There is also a tendency in the increase of life meaningfulness with a higher sports skill. Yet, no relationship between locus of control and a skill level has been found, which demonstrates that locus of control and life-purpose orientations do not depend on a skill level of a sportsman. The results show that internal locus of control correlates with a positive view of life, while a skill level influences some of these relations not being a moderator.

Establishing markers of avoidant behavior in the context of developing sustainable behavior

Avoidance belongs to the category of maladaptive ways of situational interactions and is the most dangerous in terms of coping strategies. The purpose of the article is to present the results of the empirical establishment of avoidance markers, with the help of which it is possible to identify the orientation of the personality towards the manifestation of this behavioural strategy. The authors have developed an original verbal technique based on the type of peculiar semantic differential of personality traits containing nine bipolar scales for the study of avoidance. The approved and well-known tests from the conjugate areas of meaning regulation of behaviour were combined in the test battery to find markers of avoidant behaviour: the Life-Purpose Orientations Test by D. A. Leontiev and the Tolerance-intolerance of Ambiguity New Questionnaire by T. V. Kornilova. As a result of correlation analysis on a sample of 282 people at the level of statistical significance p =,05, the following markers of avoidance were established: «process» and «locus of control – Self» according to the Life-Purpose Orientations Test by D. A. Leontiev, as well as «tolerance to uncertainty» according to the Tolerance-intolerance of ambiguity new questionnaire by T. V. Kornilova. The use of these markers allows for the low-cost establishment of personal portraits of the strategy of avoiding behavior.

Features of hardiness and life-purpose orientations of cadets of departmental educational organizations

Features of hardiness and life-purpose orientations of cadets of departmental educational organizations

Designing a professional burnout correction program based on life-purpose orientations in wartime conditions

The work is devoted to substantiation of possibility of reduction of failure rate of thermal mode support system when operating with variable load by control of reliability indicators of thermoelectric cooler. A mathematical model for evaluating the effect of variable thermal load on reliability indicators of a single-cascade thermoelectric cooler at a given temperature level of cooling, medium temperature, geometry of thermocouple branches for various current modes of operation is considered. The relationship between the cooler steady-state operation time and mass and heat capacity of the structure, relative operating current and temperature difference is presented. The results of thermal load relation with operating current, refrigerating factor, time to steady-state mode, energy input, heat dissipation capacity of the radiator, and relative failure rate are presented. Calculations have been made at a given cooling temperature level, medium temperature, temperature differential, and thermocouple branch geometry for various characteristic current operating modes. It is shown that with decreasing thermal load at a given design of thermoelectric cooler, the value of operating current decreases, thus increasing the probability of no-failure operation. The obtained relationship of thermal load with operating current and relative failure rate serves as primary information for design of thermoelectric system for providing thermal modes of thermally loaded elements with variable thermal load. Using the rate of change of temperature difference between the thermally loaded element and the cold electrode of the cooler as a control feature, it is possible to reduce the failure rate when the thermal load decreases, which contributes to increasing the average probability of no-failure operation

Смысложизненные ориентации и копинг-стратегии девушек разного студенческого возраста

Student age is sensitive for the formation of a worldview and life goals, awareness of responsibility for one’s life. Their search contributes both to the formation of an appropriate assessment of reality, understanding, and awareness of the life purpose and to the formation of constructive ways to solve life problems, one’s special behavior strategies. The paper aims at the establishing the correlation of the life-purpose orientations and coping strategies of female students of different age groups. The author carried out the study on a sample group represented by female students of different undergraduate and graduate courses of Tula State Lev Tolstoy Pedagogical University (n=69) aged 18 to 24. The PIL test by D.A. Leontiev and the Ways of Coping Questionnaire (WCQ) by R. Lazarus were used as the diagnostic tools. The correlation analysis showed the presence of strong direct correlations between goals, the life process and life performance, the life meaningfulness general indicator and planning strategy. The study identified strong inverse correlations between life performance indicator and the distancing and escape/avoidance strategies. The study showed that the values of life awareness of female students are the higher, the older the respondents are. Life-purpose orientations influence the choice of coping strategies: for the (≤21) age group respondents, avoiding-type coping strategies, i. e., unproductive strategies, are more characteristic, while for the (≥22) age group, problem-oriented coping is the most typical.

Student Academic Engagement and Burnout Amidst COVID-19: The Role of Purpose Orientations and Disposition Towards Gratitude in Life

The current study considered the role of broad life orientations of university students on their academic engagement and burnout within the context of COVID-19 pandemic. Specifically, the purpose of this study was to examine whether life purpose orientations predicted student academic engagement and burnout directly and indirectly through disposition towards gratitude. University students completed questionnaires assessing academic engagement, burnout (reduced sense of schoolwork accomplishment, schoolwork devaluation, mental exhaustion from schoolwork), life purpose orientations (others-growth, self-growth, career-focused), and disposition towards gratitude. Structural equation modeling showed that academic engagement and two dimensions of burnout (reduced sense of schoolwork accomplishment, schoolwork devaluation) were negatively predicted by career-focused purpose orientation and by disposition towards gratitude. Additionally, reduced sense of schoolwork accomplishment was predicted indirectly by others-growth purpose orientation through disposition towards gratitude. Overall, findings highlight that broad life orientations may play salient roles in student academic success.

Life-Purpose Orientations and Academic Misconduct Among University Students in Mexico

Life-Purpose Orientations and Academic Misconduct Among University Students in Mexico Mariya Yukhymenko-Lescroart (bio), Gitima Sharma (bio), and Jason M. Stephens (bio) Academic misconduct has been conceptualized as students' engagement in various types of proscribed behaviors, such as plagiarism and cheating on assignments and tests or exams (e.g., Stephens et al., 2021). While most of the current literature on academic misconduct has focused on developed countries, the problem is rampant across the world (Krou et al., 2021), especially in developing countries (e.g., Gaytán & Quintanilla-Dominguez, 2014; Stephens et al., 2010). Gaytán and Quintanilla-Domínguez (2014), for example, found that the rate of academic misconduct in Mexican universities was significantly higher than the estimated rate in the United States. More recently, Guerrero-Dib et al. (2020) found that students who reported engaging in academic misconduct were more likely to be dishonest in non-academic contexts. Surprisingly, despite the extent of academic misconduct and its association with other forms of dishonesty, little else is known about the problem in Mexico. In order to help fill this void, the present study examined the relationship between life-purpose orientations and academic misconduct among university students in Mexico. Based on a meta-analytic investigation, Krou et al. (2021) concluded that academic misconduct is a motivated behavior with sense of purpose as a key variable that influences students' goals, drives, and values. Research on purpose has shown that university students' academic motivations are often informed by their life's purpose (e.g., Sharma et al., 2021; Yukhymenko-Lescroart & Sharma, 2020). While conceptualizing the motivational mechanisms that might influence academic misconduct, Murdock and Anderman (2006) emphasized the importance of helping students reflect on their lives' underlying goals and the overarching question of "What is my purpose?" (p. 130). We posit that students' purpose might shape their motivations for pursuing higher education, and, hence, students' behaviors related to academic misconduct might vary depending on their life purpose orientations. However, more studies are needed to tease out the role of students' purpose orientations in determining their decision to engage in academic misconduct. Hill et al. (2010) conceptualized purpose orientations as the constellations of multiple but related life goals. Empirical studies on purpose [End Page 333] orientations have revealed that college students with a high level of life purpose focused on goals such as achieving career success, making money, and being happy reported more frequent academic misconduct (Yu et al., 2017). Recently, Yukhymenko-Lescroart and Sharma (2021) conceptualized purpose orientation as the underlying intention behind people's longterm aspirations and as having three specific dimensions: (a) self-growth, defined as actualizing one's purpose in life through engaging in activities that make one a better person (p. 15); (b) career-focused, defined as people's resolve to excel in their chosen profession and actualize their work-related potential (p. 15); and (c) others-growth, defined as actualizing one's purpose in life through engagement in activities that would enrich the lives of other people (p. 14). The aim of this study was to examine the extent to which these three life-purpose orientations predicted self-reported academic misconduct. METHOD Participants were 8,240 students from six universities in Mexico: 3,161 (38.4%) identified as male; 4,970 (60.3%) identified as female, and 109 (1.3%) identified as "other" or declined to declare their gender. Students represented all class years, with 2,131 (25.9%) first-year students; 2,336 (28.4%) second-year students; 2,470 (30.0%) third-year students; and 1,292 (15.7%) fourth-year students and above. A small number of students (n = 11, 0.1%) declined to declare their year in school. Students were asked to self-report the frequency of engaging in various types of conventional and digital academic misconduct over the last year. Examples of misconduct included cheating on assignments (e.g., copying all or part of another student's homework and turning it in as their own), plagiarism (e.g., buying a full paper and presenting it as your own), and cheating on a test or exam (e.g., using notes or books that are not allowed during an exam), The nine-item scale...

Specifics of Happiness Felt Over by Students with Different Life-Purpose Orientations

Introduction. The integral concept of happiness relies on understanding the influence on its feeling specifics, the external conditions of life. Moreover, it depends on the individual psychological properties and states of the personality and its semantic and value orientations. Despite a great deal of works devoted to this phenomenon, there are practically no publications in the scientific literature on the relationship between the degree of happiness experienced by students and their meaning-of-life orientations, which determined the purpose of our study – to study the features of the relationship between meaning-of-life orientations and the level of happiness of students. Materials and Methods. The results of an empirical study among students of the Mordovia State University in various fields of training are presented. The sample size is 110 people. The study was conducted using several test methods: “Oxford Happiness Questionnaire” by M. Argyll, “Existence Scale” by A. Langle and K. Orgler (translated by S. V. Krivtsova), “Life-Sense Orientations (LSS)” by J. Crumbaugh and L. Makholik (adapted by D. A. Leontiev). Spearman’s rs rank correlation test, factor, cluster analysis and Mann-Whitney U test were used for mathematical processing. Results. In the course of the study, the features of life orientations, existential values of students and their level of happiness were studied. The results show that the level of happiness, meaningfulness and fulfillment of life among students does not depend on the profile of their education (natural science or humanities). Statistically significant correlations between the level of happiness and the degree of fulfillment of life, self-transcendence, freedom, personality, existentialism, self-distancing, as well as the meaningfulness of students' life, were revealed. As a result of factor analysis, three groups of factors were identified that link the indicators of meaningfulness, existentialism and fulfillment of life with the level of happiness of the subjects: “Meaningfulness of Life”, “Productivity of Life” and “Level of Happiness”. Discussion and Conclusion. The conclusions made by the authors contribute to the development of ideas about the dominant life orientations of students and their influence on the experience of happiness. The materials of the article can be used in teaching and psychological counseling of students to increase the degree of awareness of the meanings, goals and process of life, which can contribute to an increase in their level of happiness.

The role of coaching identity and life purpose orientations in holistic athlete development

Life purpose plays an important role in the wellbeing of adults. The current study considered domain-general and domain-specific purpose of NCAA coaches to examine whether purpose orientation in life predicted coaching purpose related to holistic athlete development directly and indirectly through coaching identity. A cross-sectional design was used. Collegiate coaches ( N = 380, 62.1% male) from NCAA Division I and III institutions completed questionnaires assessing purpose orientation (career-focused, others-growth, and self-growth), coaching identity (winning-centered, holistic development-centered), and coaching purpose related to athlete development (sport-specific competence, sport-general competence, confidence, connection, and character). Structural equation modeling indicated the following: Coaching purpose related to sport-specific competence was predicted directly and indirectly via winning-centered coaching identity by career-focused purpose orientation. The four dimensions of coaching purpose (sport-general competence, confidence, connection, and character) were predicted indirectly via development-centered coaching identity by others-growth purpose orientation and by career-focused purpose orientation. Others-growth purpose orientation emerged as a significant direct predictor of coaching purpose related to connection. Inconsistent mediation emerged between others-growth purpose orientation and coaching purpose related to confidence. Overall, the findings highlight that purpose orientation can predict coaching purpose and that coaching identity centered around athletes’ holistic development and growth plays a salient role in explaining these relationships.

Анализ смыслообразующей активности и ее структурных компонентов

The article presents the analysis of theoretical and empirical researches of sense-making activity. The terms “sense-making” and “sense-making activity” have been compared and generalized. The empirical study has identified structural components of sense-making activity: “lifepurpose orientations”, “life-satisfaction index”, “level of self-control”, “sense of cohesion”, “lack of sense of self-actualization”, “cognitive sense”, and “flexibility”. All these components have specific features depending on gender identity. For a man it is important to know that his life is manageable and he has all necessary tools for setting and achieving the goals. For a woman it is more important to have an interest in her life, to live each day full of emotions, to feel herself a strong personality with free choice.

ПСИХОЛОГИЧЕСКОЕ КОНСУЛЬТИРОВАНИЕ ПО ВОПРОСАМ АДАПТАЦИИ К УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНТОВ ПЕРВОГО КУРСА С РАЗНЫМ УРОВНЕМ СМЫСЛОЖИЗНЕННЫХ ОРИЕНТАЦИЙ

The article describes the results of the study of the adaptation features to educational activities of first-year students, depending on the level of life-purpose orientations. The relevance of the research topic can be explained by the fact that the period when a student enters the learning environment is characterized by tension and importance for the student’s personal and professional development. The professional career and personal development of the future specialist will depend on how the adaptation process goes. Insufficient theoretical and practical development of the problem of adaptation to educational activities of first-year students with different levels of meaningful life orientations led to the choice of the topic of the study presented in the article. To test the hypothesis that the process of adaptation to learning activities of first-year students has its own specifics depending on the level of life-purpose orientations, and the optimal indicators of life-purpose orientations in first-year students are observed at an average level of self-esteem, an experimental study was conducted, including ascertaining, forming and control stages. Statistically significant changes in the indicators of adaptation to educational activities of the subjects of the experimental group allowed the authors to conclude that due to the creation of special conditions, including systematic advisory sessions aimed at developing meaningful life orientations by optimizing the level of self-esteem of first-year students, there is an increase in the indicators of adaptation to educational activities of first-year students. The data obtained by the authors can become the basis for the development and the implementation of psychological support programs for first-year students on issues of adaptation to educational activities.

Identity of personality and life-purpose orientations of students in terms of pandemic

Identity of personality and life-purpose orientations of students in terms of pandemic

Life-Purpose Orientations of Older Adolescents: Peculiarities of Manifestation, Age-Sex Differences

Life-Purpose Orientations of Older Adolescents: Peculiarities of Manifestation, Age-Sex Differences

Влияние жизненной перспективы личности студентов на психологическую готовность к профессиональной деятельности педагогов-психологов

This paper is aimed at studying the impact of life perspective on the formation of psychological readiness for professional activity in psychology students who have chosen to work in the educational system. We present materials of an empirical study obtained on a sample of 2—4-year students of the Faculty of Psychology of the Pedagogical Institute of the Belgorod State National Research University. The sample consisted of 80 undergraduate students of the Educational Psychology program, aged from 20 to 23 years, 56 females and 24 males. The following techniques were used: “Motivation for Professional Activity” (by K.Zamfir, modified by A.A.Rean), “Professional Readiness” (by A.P.Chernyavskaya), “The Method of Motivational Induction” (by J.Nütten, adapted by D.A.Leontiev) and “Life-Purpose Orientations Test” (by J.Crumbaugh, L.Maholik, adapted by D.A. Leontiev).The study showed that meaningful perception of life perspective determines the development of motivational, cognitive and emotional components of readiness for professional activity in psychology students.

Experience in Developing and Testing a Model Program for Psychological and Educational Work with Persons Convicted of Terrorist and Extremist Crimes

Introduction: the steady increase in the number of the suspected, accused and convicted of terrorism and extremism, as well as cases of their participation in various emergencies, necessitates a personal, targeted approach to correctional psychological and educational work with them. The need for an individual approach, including in psychological and educational work with those convicted of terrorism and extremism, is also indicated by regulatory legal documents, in particular the Order of the Federal Penitentiary Service of Russia No. 1111 dated November 24, 2017 “On the organization of events on countering terrorism, extremist activity in penal enforcement institutions and bodies”. Study purpose: determination of the effectiveness of the tested model program for psychological correction of personality of persons convicted of terrorism and extremism-related crimes. Research methods: psychodiagnostics methods: the Zimbardo Time Perspective Inventory (ZTPI) “Time perspective of convicts”, multidimensional self-attitude research questionnaire, a psychodiagnostic method “Life-purpose orientations”; a method for testing the program developed; a method for identifying statistical differences – the Student’s t-test; a method for comparative analysis of the psychodiagnostics results obtained following the testing results. Results: validation of the reliability of statistical differences with the help of the Student’s t-test determined the absence of significant changes in the indicators of convicts in the control group. Meaningful changes were observed in the indicators of convicts of the experimental group with the help of the following methods: ZTPI “Time perspective of convicts”, a multidimensional self-attitude research questionnaire and a psychodiagnostic method “Life-purpose orientations”. A comparative analysis of the results of psychodiagnostics of convicts in the experimental group before and after testing of the basic program proved the reliability of statistical differences with the help of the Student’s t-test determined the presence of positive personality changes in the behavioral, cognitive and affective spheres of the personality of convicts in the experimental group. Conclusions: assessment of the model program testing results revealed a sufficient degree of its effectiveness and the possibility of its implementation. The model program largely determined the content and structure of the section of the additional professional program – a professional development program for psychological service employees who accompany persons convicted of terrorist and extremist crimes.

Value-Semantic Measurement of Commitment: an Empirical Study

The article considers the value-semantic dimension of commitment using the case of students’ involvement in classroom activities. Commitment is a state that appears if the person and the environment match each other. Commitment has several levels: as a current state, as motivation and values, and as an integral characteristic of human life. Meanings and values are responsible for the relations between the person and the environment, which are expressed as emotions, e.g., life satisfaction, psychological well-being, etc. The research objective was to determine the nature of the relationship between the current state of students' involvement in educational and professional activities and their motives, life orientations, life satisfaction, and psychological well-being. The Utrecht Work Engagement Scale (UWES-17) was used to diagnose commitment as a current state (W. Schaufeli, A. Bakker). The value-semantic aspects of commitment were measured using the Academic Motivation Scale (T. O. Gordeeva, O. A. Sychev, E. N. Osin), the Test of Life-Purpose Orientations (D. А. Leontiev), the Questionnaire of Life Orientations (E. Yu. Korzhova), the Scale of Psychological Well-Being (C. Ryff, in N. N. Lepeshinsky’s modification), and Life Satisfaction Index (A. O. Neugarten et al., adapted by N. V. Panina). The data were analyzed separately for secondand third-year students of Amur State University with high, moderate, and low commitment. The comparative analysis was based on ANOVA. Commitment as a current state appeared to correlate more with academic motivation, life-purpose orientations, and life satisfaction than with life subject-object orientations and psychological well-being. The results obtained can help psychological counselors to organize events aimed at increasing students’ commitment.

СМЫСЛОЖИЗНЕННЫЕ ОРИЕНТАЦИИ КАК ПРЕДИКТОР ЖИЗНЕСТОЙКОСТИ У СТУДЕНТОВ

The article is devoted to the problem of resilience in adolescence. The study examines life-purpose orientations as predictors of resilience. The empirical study was conducted with students of secondary specialized educational institutions of the city of Barnaul. There is evidence that young men with a high level of resilience have more meaningful living goals, clearer plans for life and higher satisfaction with the results. The majority of students are dominated by family values. And such indicators as the effectiveness of life, the locus of control - I and communicative meanings are predictors of the resilience of students.