Factors of spiritual self-realization of future psychologists

Abstract

Background. The study of factors of spiritual self-realization of future psychologists is important for understanding external and internal resources that can enhance the level of spiritual self-realization and reflect the positive potential of the individual. The purpose of the work is to empirically identify factors that determine the features of spiritual self-realization of future psychologists.

Methods. The work uses a complex of psychodiagnostic methods: tools for assessing socio-demographic characteristics; "Questionnaire for studying the process of spiritual self-realization of student youth" (E. Pomytkin); Methodology "Spiritual potential of the individual" (E. Pomytkin); "Test of meaning-life orientations" (S. Maddy); "Test of emotional intelligence" (N. Hall); Questionnaire "Psychological Well-Being Scale" (K. Riff, adaptation of S. Karskanova); "Questionnaire of the Type of Orientation of the Personality of a Practical Psychologist" (T. Danilova), Questionnaire "Values in Action Inventory of Strengths" (K. Peterson, M. Seligman, adaptation of O. Vlasova, H. Laptieva) and "Dispositional Hope Scale" (C. Snyder, adaptation of O. Vlasova, H. Laptieva). For statistical processing, Pearson`s correlation analysis, χ² criterion and multiple regression were used.

The empirical base of the study was 217 people aged 16 to 25 years. The sample was formed from students of the specialty "Psychology" and "Practical Psychology" studying in higher education institutions in the cities of Kyiv and Ternopil.

Results. A statistically significant relationship was found between age and the level of spiritual self-realization of future psychologists (χ² = 217.550, p < 0.001), as well as between the specialty/conditions of educational and professional socialization (χ² = 54.083, p < 0.001), which are socio-demographic factors. Spiritual self-realization is influenced by semantic factors: the fact of reflection on spiritual activity (χ² = 107.879, p < 0.001), the state of its implementation (χ² = 45.714, p < 0.005) and the directions of spiritually-oriented activity (χ² = 223.619, p < 0.001). Among the value factors, the following were identified: hope (0,360), resourcefulness (0,284), justice (0,277) and love of knowledge (0,193). In general, value factors explain 59% of the variability in spiritual self-realization of future psychologists.

Conclusions. The paper justifies the need for the systematic integration of spiritual and values-based competence into the educational process by developing and implementing a program of psychological and pedagogical support aimed at fostering meaningful resources and strong character traits in future professionals.