Development Of Personality Traits Research Articles

ADHD Symptoms in Childhood and Big Five Personality Traits in Adolescence: A Five-Year Longitudinal Study in Girls.

Attention-deficit/hyperactivity disorder (ADHD) is a childhood-onset neurodevelopmental condition characterized by developmentally extreme and impairing symptoms of inattention and/or hyperactivity/impulsivity. Great interest has emerged in the ways ADHD and its underlying symptom dimensions relate to the development of personality traits. Much extant research on this topic is cross-sectional, relying on self-report measures and male samples. Herein, we present data from a prospective, longitudinal study of a socioeconomically and racially diverse sample of girls, including those with ADHD and a matched neurotypical comparison sample. We examined how parent- and teacher-reported ADHD in middle childhood relate to self-reported Big Five personality traits in adolescence. As expected, childhood ADHD diagnosis prospectively predicted lower self-reported Conscientiousness, lower Agreeableness, and higher Neuroticism in adolescence. With ADHD diagnosis covaried, Inattention (IA) predicted only low Conscientiousness, Hyperactivity/Impulsivity (HI) predicted only low Agreeableness, and neither predicted adolescent Neuroticism. An exploratory moderator analysis showed that family income moderated the effects of IA and HI on the negativity of adolescent self-descriptions of their own personalities, with more pronounced negative effects for girls in families with higher (rather than lower) income. Familial pressures to achieve in higher-income families may be linked to more pronounced negative ramifications of ADHD on personality development.

Joint trajectories of self-esteem and neuroticism among newlywed couples: Associations with marital quality

The present longitudinal study investigates the development of both positive and negative personal traits (i.e., self-esteem and neuroticism, respectively) among newlywed couples. The aim is to identify distinct joint trajectories of self-esteem and neuroticism and then compare marital quality across different trajectory classes. A sample of 268 Chinese newlyweds completed self-esteem, neuroticism, and marital quality questionnaires at three time points. Dyadic Latent Class Growth Analyses were used to examine the joint trajectory of self-esteem and neuroticism. The study identified three trajectory groups: the adaptive couples group (c1), the stable couples and husbands more adaptive than wives group (c2), and the stable husbands and wives more adaptive than husbands group (c3). The adaptive couples group had the highest level of initial marital quality. The two other groups, characterized by initial differences between partners in self-esteem and neuroticism, had relatively lower baseline marital quality. In comparison, wives in the c3 group initially displayed higher levels of marital quality than those in the c2 group. This research improves our understanding of personal development in couples and sheds light on the complex associations between personal and relational development in the context of marriage.

Childhood Emotional Abuse, Neuroticism, Perfectionism, and Workaholism in an Italian Sample of Young Workers.

The literature has linked childhood emotional abuse (CEA) to severe negative outcomes such as the development of several maladaptive personality traits and coping mechanisms. Nonetheless, its concurrent connection with neuroticism, perfectionism, and workaholism has not been explored. For the above reasons, the present study sought to investigate whether neuroticism and perfectionism mediate the relationship between CEA and workaholism, as well as evaluate the gender invariance of the model. The sample of the present research comprised 1176 young workers (50% women), aged 18-25, who completed validated self-report questionnaires. The findings highlighted significant positive direct and indirect paths, suggesting a complex interplay between CEA, neuroticism, perfectionism, and workaholism. Furthermore, the model exhibited no significant differences between genders, suggesting that the identified relationships are consistent across both women and men. The findings highlight the importance of identifying CEA and considering the adoption of trauma-informed approaches to manage its adverse effects, thereby potentially averting the onset of workaholism. Moreover, the results underline the necessity for customized preventive measures, aiming to mitigate traits associated with neuroticism and perfectionism as potential paths for successful therapeutic interventions.

Impact of the Natural Environment on Individuals’ Psychological Well-being

This article explores the intricate relationship between the natural environment and the human psyche. The article examines how exposure to nature can have a positive influence on mental health, increase life satisfaction, and promote the development of positive personality traits. By reviewing research on naturopathy, the outdoors, and personality development, the article emphasizes the profound impact of nature on human mental health and leads to the importance of integrating the natural environment into urban development. As a result, the article proposes the concept of Biophilic and discusses how Biophilic concepts can be integrated into future urban development from the perspective of landscape design to ensure the sustainability and accessibility of natural spaces in cities so that human beings can achieve psychological well-being through daily contact with natural environments. Natural environments are not only beneficial for human mental health but also for future urban sustainability as well as ecological diversity. Therefore, by prioritizing nature in future urban design and development, it is possible to create healthier, more resilient, and liveable cities that ultimately benefit human well-being and the environment.

Gender Differences in the Relationship between Lifetime Exposure to Trauma and the Development of Pathological Personality Traits

ABSTRACT Gender differences in the prevalence, types and outcomes of traumas have consistently been reported in the literature. Other research has documented that exposure to trauma is associated with the development and maintenance of pathological personality traits. In the current study, we examined the moderating role of gender in the association between lifetime exposure to trauma and pathological personality traits. The sample included 148 clients who sought treatment at a community mental health clinic. All participants completed online questionnaires including demographic information, the Trauma History Questionnaire (THQ), and the Personality Inventory for DSM-5-Brief Form (PID-5-BF) at the entry to treatment. Our findings documented a significant association between exposure to trauma and pathological personality traits in men, but not in women. Furthermore, this pattern of results was specifically evident within two personality domains: antagonism and detachment. These findings contribute to the theoretical understanding of the interplay between trauma, gender, and the development of pathological personality traits. They expand upon the growing knowledge about the mental health crisis among boys and men by shedding light on the unique vulnerabilities that men face in response to traumatic experiences and how these experiences can have a lasting impact on their adaptive functioning. Consequently, at the clinical level, the current study emphasizes the importance of paying particular attention to men’s trauma histories and explicitly exploring these during the intake session.

Childhood Experiences and Needs: Parental Goals, Mistakes, and Personality Traits and Their Adult Daughters’ Ability to Meet Their Needs

Objectives of the research:. The purpose of this study was to determine whether women’s childhood experiences are related to their ability to meet their needs in adulthood.
 Research methods: The survey was conducted online with a random sample of 402 women between the ages of 21 and 50. In order to answer the research questions, text mining algorithms and cluster analysis carried out by data mining algorithms were used.
 A short description of the context of the issue: The ability to fulfill one’s needs is an important determinant of personal happiness, well-being and mental health The study examined whether women who had experienced fewer parental mistakes were better at meeting their needs, and whether there were intergroup differences between women who were more and less efficient at fulfilling their needs in terms of the personality traits their parents tried to mold in them during childhood and the personality traits that the women developed.
 Research findings: The results revealed that women who experienced fewer parenting errors in childhood and whose parents tried to shape in them personality traits such as Stability (Alpha-Plus), Plasticity (Beta-Plus) and Integration (Gamma-Plus) indeed developed these traits and were more effective in fulfilling their needs in adulthood.
 Conclusions and recommendations: Experiencing more parenting mistakes in childhood is associated with the development of unfavorable personality traits and lower competence in meeting needs in adulthood.

COGNITIVE AND PERSONAL DEVELOPMENT OF A CHILD IN THE PROCESS OF COMMUNICATION

Outside of society, human development stops and rapidly loses cognitive and personal qualities. Adults who have been isolated from society for a long time, not to mention children, become meaningless in their way of life. At this moment, a person may forget his language and lose the ability to speak and his mind.If so, communication directly contributes to preserving human qualities and the person's mental development. Communication occupies an essential place in the development of the cognitive and intellectual activities of the individual. The speech activity of the individual develops in the process of communication, and the ability of the individual to communicate contributes to cognitive–personal development. The object of study of social psychology is the study of the laws of formation and mental development of personality traits of a child, his behavior and actions in various situations, combining people in society according to their proximity in frequent situations (family, kindergarten, study groups, production team).

The Impacts of Social Humanoid Robot’s Nonverbal Communication on Perceived Personality Traits

The use of humanoid robots has surged in recent decades. However, the nonverbal features in shaping robot personalities remain underexplored. This study investigates how nonverbal cues (including textual and gestural elements) can generate a spectrum of robot personality traits (introvert, ambivert, and extrovert) and evaluates their impact on users’ cognitive perceptions. Textual manipulations involved three iterations, adjusting word count, information structure, and visual effects. Gestural designs underwent two iterations, altering movement frequency, speed, and size. Multiple empirical studies were conducted to assess the development of robot personality traits and their effects. The results confirm the effectiveness of these nonverbal approaches in characterizing diverse robot personalities and significantly influencing users’ cognitive framing. This research provides valuable design guidelines for leveraging a humanoid robot’s nonverbal features to create a variety of personality traits. Our findings emphasize the importance of considering a spectrum of robot personalities rather than focusing solely on extreme traits.

Variation in personality shaped by evolutionary history, genotype and developmental plasticity in response to feeding modalities in the Arctic charr

Animal personality has been shown to be influenced by both genetic and environmental factors and shaped by natural selection. Currently, little is known about mechanisms influencing the development of personality traits. This study examines the extent to which personality development is genetically influenced and/or environmentally responsive (plastic). We also investigated the role of evolutionary history, assessing whether personality traits could be canalized along a genetic and ecological divergence gradient. We tested the plastic potential of boldness in juveniles of five Icelandic Arctic charr morphs ( Salvelinus alpinus ), including two pairs of sympatric morphs, displaying various degrees of genetic and ecological divergence from the ancestral anadromous charr, split between treatments mimicking benthic versus pelagic feeding modalities. We show that differences in mean boldness are mostly affected by genetics. While the benthic treatment led to bolder individuals overall, the environmental effect was rather weak, suggesting that boldness lies under strong genetic influence with reduced plastic potential. Finally, we found hints of differences by morphs in boldness canalization through reduced variance and plasticity, and higher consistency in boldness within morphs. These findings provide new insights on how behavioural development may impact adaptive diversification.

Unconditional personal self-acceptance as a humanistic trait of a psychologist

Becoming a future psychologist in a university environment is a complex and multifaceted process. This process includes the formation of professional skills, as well as the psychological enrichment of the inner world of the future psychologist. Personal and professional development of a psychologist are interconnected and combined in the process of self-development. The discovery of self-actualization horizons requires a psychologist to have a number of humanistic qualities, such as a positive attitude toward oneself and others, empathy, congruent self-expression, and confidence. Unconditional true self-acceptance is the basis of the training of an effective psychologist. Undoubted self-acceptance reflects internal recognition and respect for oneself as an individual capable of independent choices and awareness of one’s feelings, thoughts, intentions, and motives. This includes accepting yourself as a whole and benevolent-demanding attitude towards yourself. Conditional self-acceptance, on the other hand, implies a mistrustful and critical attitude towards oneself, which can violate the integrity of the individual, negate one’s own self-concept. The structure of conditional self-acceptance of future psychologists consists of three interrelated components: the inability to consciously perceive and understand one’s own emotional and sensory states, the inability to overcome protective mechanisms that prevent the acceptance of one’s own experiences and emotions, and the rejection of real inner desires and motives, which can lead to personal destructiveness. The functional structure of unconditional self-acceptance contains at least four interdependent components: awareness of one’s own emotions, body states and feelings, a positive attitude towards oneself as an individual that ensures integrity and self-development, empathy for others and their psychological support, existential openness to the world and a tendency to self-actualization. For future psychologists, unconditional self-acceptance is the basis for the formation of professional self-awareness and the ability to provide qualified assistance to clients with the psycho-existential resources of one’s own personality. It is argued that self-acceptance affects the development of such humanistic qualities as unconditional acceptance of others, empathy in relationships, the ability to be internally open to communication, the ability to establish and maintain contacts with others, as well as the ability to tolerate, dialogue, and find a compromise. The listed characteristics are the basic qualification traits-qualities of a psychologist, which effectively determine his professional success in interaction with clients. The model of the development of unconditional self-acceptance of future psychologists proposed in the article reflects a constant progressive change in the orientation of the components of the structure of self-acceptance (from conditional to unconditional), and also reveals the psychological conditions and mechanisms for the development of productive unconditional self-acceptance of an individual. To actualize and implement the latter, psychological training is presented as an integral means of developing unconditional psycho-existential self-acceptance of the personality of future psychologists.As a result, the hypothesis was confirmed that unconditional self-acceptance positively causes the development of such humanistic personality traits of future psychologists as unconditional acceptance of others, empathy, tolerance, congruence, openness.

Between- and within-person longitudinal associations between personality traits and social support across relationships during older adulthood

The current study investigated how perceived social support was associated with personality trait development in a Swedish longitudinal sample ( n = 3914; mean age = 63.09 years) with six waves of data on individuals’ Big Five personality traits, and perceived support from family, friends, and a special someone. We employed random intercept cross-lagged panel models to consider the between- and within-person associations for these constructs over time. First, in almost all cases, between-person associations were found between the levels for personality traits and support variables. Moreover, findings did not differ much depending on the source of the relationship. Second, again in almost every model, significant within-person covariances were evidenced, suggesting that when individuals increased on support relative to their typical level at a given wave, they also tended to report higher levels than they typically do on these traits. Finally, however, little evidence was found for cross-lagged effects in either direction. Across models, only one cross-lagged association even reached significance. In sum, our findings support the close connection between personality and perceived social support in older adulthood, and they motivate future directions into when and why such associations occur using more proximal measurements.

The role of narcissism and parental reflexive function in the development of the child’s personality and psychoemotional state

The article investigates the correlations between the narcissistic dimensions of parents and the neurotic symptoms of children, in a sample of 20 parent-child pairs. The average age of children is 9 years. The research reveals that the narcissistic aspects of mothers can influence the psychic organization of the child, having implications for the development of personality traits and psychopathological symptoms. An essential feature highlighted by the research concerns the mother’s ability to mentalize. The significant links between certain maternal narcissistic dimensions and children’s neurotic symptoms highlight the potential impact that parental narcissism and mentalizing ability have on healthy child development. The results obtained underline the importance of the reflexive parental function in metabolizing the neurotic symptoms of children.

Specificity of personal characteristics of juvenile offenders with different levels of guilt awareness

The results of the study on the generalisation of psychological characteristics of juvenile offenders with different levels of guilt awareness during their adaptation to the conditions of the educational colony are presented. Based on the theoretical analysis of the philosophical, psychological, scientific and legal literature and the study of legislative acts, the authors characterise guilt as a psychological formation which includes cognitive (assessment of criminal law consequences of a criminal act), behavioural (desire to confess to a crime, to condemn one's actions in front of other convicts, assessment of the likelihood of committing a crime in the future) and emotional (assessment of the attitude towards the crime, its consequences, the victim and the court verdict) components.
 The personal characteristics of juvenile offenders with different levels of guilt awareness have been determined on the basis of generalisation of empirical studies of emotional and social intelligence, prognostic competence and locus of control as psychological factors of guilt awareness. The empirical part of the study is based on the use of the authors' own and modified methods.
 Based on the analysis of the components of guilt awareness, the studied adolescents have been divided into three groups: 1) with a high level of guilt awareness (characterised by almost complete guilt awareness); 2) with an average level of guilt awareness (manifested in partial guilt awareness); 3) with a low level of guilt awareness (characterised by the absence or weak guilt awareness).
 The expediency of using factor analysis to generalise the personal characteristics of juvenile offenders with different levels of guilt awareness has been substantiated. Using this procedure, the latent factors that are significant in the process of assessing the level of guilt consciousness of adolescents have been identified using the principal components method with Varimax raw rotation. Based on the results of the study, the recommendations for the organisation of differentiated psychological and correctional work with each group of juvenile offenders have been formulated. The essence of educational, psychological, correctional and preventive work is the development of personality traits that determine a high level of awareness of guilt for a crime, and all components of the phenomenon under study (cognitive, behavioural, emotional) require attention.

The Longitudinal (Co)Development of Personality Traits and the Level of Personality Functioning After Negative Life Events

Based on the evidence from cross-sectional studies, there is an ongoing debate whether personality traits and personality functioning are redundant (e.g., because these constructs are strongly correlated). However, some questions regarding their overlap can only be addressed using longitudinal data. In this Registered Report, we examined the (co)development of the Big Five personality traits and personality functioning using longitudinal data from individuals who had recently experienced a negative life event ( N = 1,151). Personality functioning was less rank-order stable than conscientiousness and less mean-level stable than all Big Five traits except neuroticism. Furthermore, the developmental trajectory of the level of personality functioning was particularly similar to the developmental trajectory of neuroticism. Our results show that personality functioning and most Big Five personality traits differ in their longitudinal development in the context of negative life events and suggest the need for a clearer distinction between personality functioning and neuroticism.

THEORETICAL GENERALIZATION OF THE PROGRAM FOUNDATIONS FOR THE DEVELOPMENT OF INTELLIGENCE OF FUTURE OFFICERS IN THE CONDITIONS OF A MILITARY UNIVERSITY

Relevance. The development of the intelligence of a future officer in the educational environment of a military educational institution of higher education presupposes, among other things, the appropriate organization of the pedagogical process. This is necessary to achieve the desired results of training, education and development of personality traits of a cadet. To achieve the effective construction of the specified pedagogical process, it is necessary: firstly, not to overload the cadet with educational and educational activities, since the process of obtaining education in a military university is already quite intense; secondly, to use the potential of the educational subjects and educational events already built into the pedagogical process in the development of the intelligence of future officers; thirdly, to organically integrate author’s developments (program, courses, conditions) into the pedagogical process in order to solve problems of developing the intelligence of the future officer.
 Materials and methods. In preparing and conducting the study, the methodological principles of a systematic, activity and subjective approach were applied. These approaches in this study perform organizational, epistemological, explanatory-content, structural-logical and prognostic functions. Within the framework of these approaches, various types of analysis and synthesis (systemic and functional, conceptual and structural-component), analogy and comparison, abstraction, hypothetical-deductive method are applied.
 Results of the study. It has been established that the construction of a pedagogical process for the development of the intelligence of a future officer is based on the principles of consistency, complexity, continuity, dynamism, purposefulness, plasticity, algorithm city, cyclicality and is carried out in the following areas: organizational and programmatic; regulatory and legal; subject-communicative; meaningful; emotional and intellectual; valuable; activity-functional. The implementation of these areas involves the optimal combination of traditional and innovative forms of organization of the pedagogical process and the effective application of methods for its implementation, which correspond to the modern development of psychological and pedagogical science. When implementing the pedagogical process, taking into account diagnostic data, it is necessary to optimize and improve it. The design and implementation of the author’s features of the organization and implementation of the pedagogical process will make it possible to purposefully develop the psychological properties of the intelligence of the future officer in the educational environment of a military university.

Exploring the Multidimensional Relationship between Second Language Acquisition and Personality Development among Adolescents: An Empirical Inquiry Utilizing a Mixed-Methods Research Paradigm

This paper presents a study that explores the dynamic connection between second language acquisition (SLA) and personality development in the context of adolescent learners. The research integrates Albert Bandura's SocioCognitive Theory (1986) and the Big Five Inventory frameworks to examine various correlated factors. The study consists of two distinct investigations. Drawing upon the theoretical framework proposed by Albert Bandura's Socio-CognitiveTheory (1986), the first analysis delves into the social factors that influence the process of SLA among adolescents. The second study employs a quantitative methodology with a cross-sectional research design. A sample of 300 participants was selected using a sampling technique employed by the investigator. In the quantitative analysis, both descriptive and inferential statistics were applied using the SPSS software. The findings of the Pearson Moment correlation (= .311, P < 0.01) reveal a positive relationship between SLA (M= 79.72, SD= 10.620) and the personality trait of Extroversion (M=110.54, SD= .16.640). In summary, the present research sheds light on the influence of SLA on the development of extroverted personality traits in adolescents. Furthermore, this study provides a framework for future researchers to investigate the multidimensional relationship between second language acquisition and personality development.

Transactional Links Between Parenting and Big Two Personality Traits Across Early Adolescence: Between- and Within-Family Effects.

It is well established that parenting bears a strong link with the development of personality traits among adolescents. However, studies that examine the reciprocal associations between changes in parenting and the Big Two personality traits (i.e., extraversion and neuroticism) of adolescence are lacking. The aim of this study was to examine the longitudinal transactional links between three dimensions of parenting (i.e., parental support, psychological control, and harsh punishment) and the Big Two personality traits during early adolescence. The study applied a four-wave longitudinal approach with each wave being 12 months apart. Participants were 3307 Chinese youth (43.6% girls, Mage = 11.30 years, SD = 0.24). The results of cross-lagged panel modeling supported the significant bidirectional relations between these three parenting practices and adolescent extraversion and neuroticism at the between-family level. The within-person level analysis of random intercept cross-lagged panel modeling found that parental harsh punishment significantly predicted youth neuroticism (but not vice versa) and psychological control significantly predicted both extraversion (but not vice versa) and neuroticism (and vice versa). Sex differences were observed in the bidirectional relation between harsh punishment and neuroticism at the between-family level and in the longitudinal relation between psychological control and neuroticism at the within-family level. These results suggest that the linkages between parenting and adolescent personality traits can be understood to be advanced by both the between-family and within-family approaches that may provide greater support for causal inferences.

Perceived benefit of yoga among adults who have practiced yoga for a long time: a qualitative study

BackgroundPrevious quantitative studies have shown many of the perceived benefits of yoga practice on the mind and body. Although there are many quantitative studies in the international literature on yoga, the number of qualitative studies showing the experience of yoga practice is insufficient. An accurate demonstration of yoga participents experiences, opinions, and judgments on this subject requires a qualitative, rather than a quantitative approach.PurposeThis study was to explore the benefit perceived by adults who have practiced yoga for a long time.Design and methodThis qualitative study is based on a hermeneutic–phenomenological approach. The research sample consisted of 18 adults who volunteered to participate in the research and regularly joined yoga practice. The study data were collected through individual and focus group interviews with the participants who practise yoga and analyzed by content analysis method.ResultsWe created five themes. Themes coded by researchers: meaning of the concept of yoga (theme 1), physical, mental, and social state before starting yoga (theme 2), reasons for practising yoga (theme 3), the participants' experiences related to their physical and mental health and social relationships (theme 4), and difficulties of doing yoga (theme 5). In addition, individuals in the study reported their perceptions of the concept of "yoga" through the creation of metaphors that completed the following sentence “yoga is like ……”. These metaphors were used to give insight into the participants deep feelings about yoga.ConclusionsBoth in their individual and focus group interviews, almost all of the participants described that doing yoga has positive benefits on the mind and body. The positive experiences of the participants in the study included decrease in pain and flexibility, increase in sleep quality, development of positive personality traits, increase in self-esteem, and coping with anxiety and stress more effectively. Because the study was qualitative and long-term, it was able to evaluate the beliefs, attitudes and behaviors of individuals in a realistic, systematic, and detailed manner.

Neurocircuitry of Personality Traits and Intent in Decision-Making.

Even though most personality features are moderately stable throughout life, changes can be observed, which influence one's behavioral patterns. A variety of subjective assessments can be performed to track these changes; however, the subjective characteristic of these assessments may lead to questions about intentions and values. The use of neuroimaging techniques may aid the investigation of personality traits through a more objective lens, overcoming the barriers imposed by confounders. Here, neurocircuits associated with changes in personality domains were investigated to address this issue. Cortical systems involved in traits such as extraversion and neuroticism were found to share multiple components, as did traits of agreeableness and conscientiousness, with these four features revolving around the activation and structural integrity of the medial prefrontal cortex (mPFC). The attribute of openness appears scattered throughout cortical and subcortical regions, being discussed here as a possible reflection of intent, at the same time modulating and being governed by other traits. Insights on how systems operate on personality may increase comprehension on factors acting on the evolution, development, and consolidation of personality traits through life, as in neurocognitive disorders.

Развитие организационной самостоятельности студентов в образовательной среде высшей духовной школы

The article raises the actual problem of the formation of the educational environment of the theological school, which goes beyond the historically established framework of the dogmatic environment and is understood as a dogmatic and creative vector of the formation of the environment, which ensures the development of personality traits of seminary students, which include organizational independence as a manifestation of their activity. The article states that this vector makes it possible to understand spiritual education as an integrated polyfunctional concept, in which quality is ensured by the synthesis of dogmatic and creative vectors of development (according to V. A. Yasvin).Materials and methods. Based on the experience of a qualitative and substantive examination of the educational environment of the Penza Orthodox Theological Seminary, the conditions and opportunities for developing the ability to self-organize, increasing independence and responsibility in the learning process in a higher theological educational organization are revealed. The features of the adaptation of students of the zero and first years of study to the dogmatic and creative educational environment are described. The results of assessing the ability to self-organization of students of theological seminary studying in the field of study 48.03.01 "Theology" (undergraduate level), obtained using the questionnaire E. Yu. Mandrikova, are presented.Results. The article presents the experience of forming the educational environment of the theological school and describes the organizational and pedagogical conditions that contribute to self-organization at the stage of professional training of theologians. The results obtained indicate that the organizational independence of students is formed with a different view of the personality, which means that it allows building other learning strategies in a reasonable combination of strict rules of the dogmatic environment and elements of the creative environment with the possibility of building an individual development trajectory.Findings. It is concluded that the educational environment of the theological school should be aimed at helping students develop a high coefficient of organizational independence in a balanced combination of dogmatic and creative educational environments.