ПЕРІОДИЧНІ ВИДАННЯ ХДУ
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Item FEMALE ATTRACTIVENESS STYLE CHARACTERISTICS IN PROMOTING SUCCESSFUL PROFESSIONAL INTERACTION = СТИЛЬОВІ ОСОБЛИВОСТІ ЖІНОЧОЇ АТРАКТИВНОСТІ В ЗАБЕЗПЕЧЕННІ УСПІШНОСТІ ПРОФЕСІЙНОЇ ВЗАЄМОДІЇ(2026) Myshenina А.; Мишеніна А. ; Chebykin О.; Чебикін О.Abstract The aim was to establish associations between manifestations of female attractiveness style and communicative comfort, a subjective psychological indicator of successful professional interaction, and to identify the individual psychological correlations of these manifestations with regard to the partner's gender and the formality of the situation. Methods. Participants were 200 employed women aged 20–41 years (M = 30.02; SD = 6.09). They completed a modified female attractiveness scale, a communicative comfort questionnaire, and measures of interpersonal orientations, formal-dynamic properties of temperament, emotional maturity, and motivational attitudes. Data were analyzed using Spearman's rank correlation, the Friedman test, and the Kruskal-Wallis test. Results. Among the n = 145 participants, those classified as having a dominant or mixed style, a mixed style was most prevalent (61.4%). All five style indices were significantly associated with overall communicative comfort. The strongest associations were found for gentle and vibrant manifestations (r_s = .53 for both indices). Gentle, vibrant, formal, and intellectual manifestations were positively associated with comfort in all four contexts. Associations for manipulative manifestations were weaker, and their correlation with comfort in formal interactions with men was not significant. Communicative comfort differed across contexts defined by partner gender and interaction formality (χ²(3) = 19.43; p < .001). The highest mean rank was recorded for informal interactions with women, and the lowest for formal interactions with men. Style-group differences were found only for comfort in interactions with women (H = 13.09; p = .023), the formal-style group had the highest mean rank and the manipulative-style group had the lowest. Gentle manifestations were primarily associated with empathic and prosocial characteristics; vibrant manifestations – with social activity and external emotional expressiveness; formal manifestations – with emotional maturity, social plasticity, and work orientation; intellectual manifestations – with introgressiveness and result orientation; and manipulative manifestations – with authoritarianism, power orientation, and flexibility of social behavior. Discussion and conclusions. Female attractiveness style manifestations were associated with communicative comfort and individual psychological characteristics. Contextual differences in comfort indicated the relevance of the partner's gender and interaction formality. The findings support treating style manifestations primarily as continuous self-presentation tendencies and considering them in psychological counseling and communicative competence development programs.Item RESSILIENCE AND OCCUPATIONAL FUNCTIONING OF POLICE IN FRONTLINE KHERSON = РЕЗІЛЬЄНТНІСТЬ І ПРОФЕСІЙНЕ ФУНКЦІОНУВАННЯ ПОЛІЦЕЙСЬКИХ ПРИФРОНТОВОГО ХЕРСОНА(2026) Karskanova S.; Карсканова С.; Larchenko І.; Ларченко І.; Hryshyn D.; Гришин Д.This study examined the associations of resilience with perceived stress, occupational burnout, and individual work performance among police officers serving in frontline Kherson. Methods. The empirical study was conducted in 2026 and included 51 serving officers of the National Police of Ukraine aged 26–45 years (48 men and 3 women). Overall, 94.1% had at least eight years of service; 94.1% rated their workload as elevated, high, or very high, and 88.3% reported frequent, very frequent, or constant exposure to danger or uncertainty. The Brief Resilience Scale (Smith et al., 2008), Perceived Stress Scale-10 (Cohen et al., 1983), Copenhagen Burnout Inventory (Kristensen et al., 2005), Individual Work Performance Questionnaire (Koopmans et al., 2014), and a socio-professional questionnaire were administered. Descriptive statistics, Cronbach’s alpha, and Spearman’s rank correlations were used. Results. Mean resilience was M = 4.02, SD = .61; perceived stress, M = 10.82, SD = 6.06; overall burnout, M = 28.31, SD = 16.82; and overall work performance, M = 2.89, SD = .76. Low perceived stress was observed in 58.8% of participants and moderate stress in 41.2%; 88.2% showed low or non-pronounced overall burnout. Internal consistency ranged from acceptable to excellent (α = .800–.954). Resilience was negatively associated with perceived stress (rₛ = -.560; p < .001), burnout related to interactions with people (rₛ = -.448; p < .001), and overall burnout (rₛ = -.310; p = .027), and positively associated with task performance (rₛ = .482; p < .001), contextual performance (rₛ = .423; p = .002), and overall work performance (rₛ = .465; p < .001). Conclusions. Among police officers serving in frontline Kherson, a greater capacity to recover from stress was associated with lower subjective stress, less pronounced manifestations of burnout, and more favorable behavioral indicators of occupational functioning. The correlational design precludes causal inference.Item ENHANCING DECISION-MAKING EFFICIENCY AMONG YOUTH THROUGH REFLECTION = ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ УХВАЛЕННЯ РІШЕНЬ В ОСІБ ЮНАЦЬКОГО ВІКУ ЗАСОБАМИ РЕФЛЕКСІЇ(2026) Obyskalov І.; Обискалов І.; Shevchenko N.; Шевченко Н.Aim. The aim of the study is to theoretically substantiate and empirically verify the impact of reflection development on improving decision-making efficiency among youth through the implementation of a specially designed program. Methods. Theoretical: analysis, comparison, and generalization of scientific sources; empirical: the “Self-Regulation of Behavior Profile” questionnaire (Yevdokimova, Kobylko, 2023), the “Self-Management Ability” questionnaire (Yevdokimova, Kobylko, 2023), J. Raven’s Progressive Matrices Scale (Lemak, Petryshche, 2012), the “Creativity” test (Lemak, Petryshche, 2012), the Melbourne Decision Making Questionnaire (Petrovska, 2021), the “Study of Volitional Personality Organization” method (Lemak, Petryshche, 2012); and statistical analysis methods. Results. Following the formative intervention, a statistically significant increase in the overall decision-making efficiency score (z = -4.835; α < .001) with a large effect size (d = -.614) and the overall reflection score (z = -4.870; d =-.618) was recorded in the experimental group. The most pronounced positive shift occurred in the volitional (d = -.605) and cognitive (d = -.607) domains. The abilities to model situations and evaluate outcomes improved significantly (mean values increased from 4.96 to 6.62 and from 5.75 to 7.1, respectively). Changes in intelligence and creative thinking scores exhibited a slightly smaller effect, which is explained by their relative stability at this age. Meanwhile, no statistically significant shifts were recorded in the control group (α > .05). Discussion. The highest shift in the decision-making structure occurred in the volitional and cognitive domains, where the development of critical analysis enhanced youth’s ability to model situations. The transition from an impulsive reaction to a structured reflective evaluation evidently enables young people to better realize problem situations and find internal resources to resolve them. The smaller yet positive dynamics in intelligence and creative thinking metrics are logical given their relative stability and confirm the high ecological validity of the study. Conclusions. The results of the formative experiment implementing the program to enhance decision-making efficiency among youth confirmed the research hypothesis and indicate the possibility of positioning reflection as a tool for improving their decision-making efficiency.Item EXISTENTIAL ANXIETY OF UKRAINIAN STUDENS UNDER MARTIAL = ЕКЗИСТЕНЦІЙНА ТРИВОГА УКРАЇНСЬКИХ СТУДЕНТІВ В УМОВАХ ВОЄННОГО СТАНУ(2026) Pavliuchek D.; Павлючек Д.The aim of the study is to empirically identify the specificity of the structure of existential anxiety among Ukrainian students with different profiles of post-traumatic and clinical symptomatology and, on this basis, to substantiate differentiated targets of psychological counseling. Methods. The sample consisted of young adults (n = 109; M = 19.86; SD = 1.82), including 63 women (57.8%) and 46 men (42.2%). The Existential Concerns Questionnaire (Kuchyna, 2020) and the Impact of Event Scale-Revised (Krupelnytska et al., 2025) were administered in their Ukrainian adaptations, together with the Hospital Anxiety and Depression Scale (Zigmond & Snaith, 1983). The design was cross-sectional, comparative, and correlational: Spearman’s rank correlation coefficients were computed, the sample was split into contrasting groups by the median of five symptom markers, and between-group differences were assessed using the Mann–Whitney U test with effect sizes. Results. Clinically significant post-traumatic distress was recorded in 56.9% of participants. Fear of death dominated the hierarchy of existential concerns (M = 2.88). All correlations were positive and significant (rs = .311-.680; p < .001), the with effect sizes ranging from r = .20 to r = .58. The avoidance cluster proved the most informative marker: large effect sizes were recorded across all scales (r = .50-.58), peaking for fear of identity loss. Fear of death led to the intrusion and hyperarousal profiles; clinical anxiety produced a uniform elevation of three components; in the depressive profile, fear of loneliness was the only component of medium effect size (r = .33) and the only one comparably represented in both clinical registers. The post-traumatic clusters surpassed the clinical subscales in differentiating power. Discussion and conclusions. The structure of existential anxiety differs significantly by symptom type, and the leading components of concern do not coincide across contrasting groups. Standard screening for anxiety and depression yields the least differentiated picture, which argues for extending the diagnostic protocol in counseling. The identified configurations outline differentiated targets of assistance: restoring self-continuity in the avoidance profile, legitimizing death anxiety in the intrusion and hyperarousal profile, and relationally oriented work in the depressive profile.Item THE INFLUENCE OF THE PERCEPTION OF PARENT-CHILD RELATIONSHIPS ON THE FORMATION OF CODEPENDENT RELATIONSHIPS IN ADULT WOMEN = ВПЛИВ СПРИЙНЯТТЯ ДИТЯЧО-БАТЬКІВСЬКИХ ВІДНОСИН НА ФОРМУВАННЯ СПІВЗАЛЕЖНИХ СТОСУНКІВ У ДОРОСЛИХ ЖІНОК(2026) Posobchuk R.; Пособчук Р.The purpose of the study is to assess the influence of parental relationships on the specific features of adult women’s interaction with a partner, taking into account the level of codependency. Methods. The study was conducted with 232 women, who were divided into three groups depending on the length of their romantic relationships and family composition in childhood. The Fischer-Spann Codependency Scale was used to assess the level of codependency in women; the Parental Acceptance-Rejection Questionnaire was used to assess the relationships between the women and their parents in childhood; the R. Janoff-Bulman basic beliefs methodology was used to evaluate women’s life and worldview attitudes. Statistical comparison of the results included the Pearson’s criterion, Cramer’s V, the integral index of psychological deformation, and the percentage loss of resources criterion. Results. It was established that a higher moderate level of codependency was observed in women in Group 3 (52.6%) and Group 1 (48.7%), which is associated with the involvement of both parents in upbringing during childhood. The highest level of markedly expressed codependency was observed in women in Group 2 (51.8%), whose parents were divorced, which affected self-sacrifice and disregard of their own needs in adulthood. The study established that there is a difference in the perception of mother and father by all respondents: the level of rejection of the father was lower, while the mother’s additional care was perceived as control (especially in Group 2), which resulted in a more pronounced hostile attitude toward the mother (12.8 points) than toward the father overall. Respondents’ answers revealed a higher level of neglect by the father in the absence of regular interaction with him and emotional support. Statistical assessment of basic beliefs made it possible to determine that a less stable self-image was evident in women with a high level of codependency. Discussion and conclusions. Codependency in women is associated with the influence of relationships with parents in childhood. A markedly expressed level of codependency is observed in the group of women whose parents were divorced; it may be assumed that in such a family, the perception of the father and mother became polarized. This perception of parent-child relationships among these women also affected a lowered self-image, reduced benevolent perception of the surrounding world, and low levels of justice and luck. The study showed that the presence of optimal control and involvement (as the opposite of indifference) of both parents during childhood contributed to a more harmonious formation of personal boundaries in adulthood, thereby enabling more independent relationship building.Item THE STRUCTURE OF VALUE ORIENTAIONS AMONG STUDENTS IN PROFESSIONAL PRE-HIGHER EDUCATION = ЦІННІСНА СТРУКТУРА ОСОБИСТОСТІ ЗДОБУВАЧІВ ФАХОВОЇ ПЕРЕДВИЩОЇ ОСВІТИ(2026) Halian I.; Галян І.; Halian А.; Галян А.The aim of the study is to examine the struc-ture of value orientations among students enrolled in professional pre-higher education programs in pedagogy. Methods. The study of the structure of value orientations of young people is based on the ideas of existential-humanistic psychology, the value-oriented development of the individual, their self-actualization and autonomy, as well as on the idea of the interconnection and interdepen-dence of psychological processes, which is compa-rable to the systemic approach in psychology. The total sample of the study comprised n=107 stu-dents in professional pre-higher education in ped-agogy. The sample consisted of students aged 16–19 years (M = 16.44; SD = 2.237) and was formed using random sampling. The value orientations of the participants were assessed using the Portrait Values Questionnaire (PVQ-40; Schwartz, 1992), adapted by I. Semkiv (Boyko-Buzyl et al., 2025), which assesses the ten basic values proposed in Schwartz’s theory. The data were analyzed using exploratory factor analysis (EFA) and confirmato-ry factor analysis (CFA). Results. Factor analysis identified three complementary dimensions with-in the value structure. The first – “Self-Transcen-dence and Personal Autonomy” (F1) – combines openness to change with a humanistic orientation and psychological well-being. The second – “Social Status and the Desire for Influence” (F2) – reflects the motivation for achievement and leadership. The third – “Traditionalism and Normative Reg-ulation of Behavior” (F3) – characterizes an ori-entation toward social norms, cultural continuity, and maintenance of social order. The second and third factors fully correspond to the motivation-al blocks of Self-Enhancement and Conservation, theoretically described by researchers. In turn, the first factor integrates values that, in the clas-sical model, belong to different sectors of the mo-tivational space, forming a new latent construct that can be defined as humanistic-autonomous self-realization. Discussion and conclusions. The study confirmed the hypothesis that the value orientations of students in professional pre-high-er education in pedagogy have a certain structure, whose elements mutually complement each other, thereby acquiring systemic quality. The obtained factor structure demonstrates a high level of inte-gration of the value system and mainly reproduces the classical circumplex model of S. Schwartz. The results of the confirmatory factor analysis empir-ically confirm the effectiveness of the observed three-factor model of value orientations of young people studying in institutions of professional pre-higher education in pedagogy.Item Editor’s Preface(2026) Popovych I.; Попович ІItem КОНЦЕПЦІЯ «ПЕДАГОГІЧНОЇ ТУРБОТИ» У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ВІЙСЬКОВОСЛУЖБОВЦІВ-THE CONCEPT OF “PEDAGOGICAL CARE” IN THE PROCESS OF PROFESSIONAL TRAINING OF MILITARY PERSONNEL(2026) Пілюгіна К. Г.-Piliuhina K. H. ; Єлісєєв Є. С.-Yelisieiev Y. S.Стаття присвячена дослідженню концепції «педагогічної турботи» у контексті військової педагогі-ки. Мета статті полягає у розкритті сутності педагогічної турботи, її філософсько-педагогічного змі-сту, а також значення у становленні професійних компетентностей майбутніх військововлужбовців. Методи. У дослідженні використовуються порівняльний і структурний методи, метод педагогічного спостереження в аналізі практик педагогічної турботи у вищому військовому закладі, а також філо-софсько-антропологічний метод та метод історико-філософської реконструкції концепції «турботи» на різних етапах розвитку філософської думки. Результати. У статті розкриваються зв’язки між педаго-гічною турботою та сучасними принципами військового лідерства, діалогізацією освітнього процесу, онтологією військової ідентичності. Еволюція об’єкта турботи від давньогрецької до постмодерніст-ської філософії пов’язана з еволюцією педагогічних підходів та методів навчання. У статті розкриваєть-ся поняття «самотурботи» в процесі навчання, що є невід’ємною складовою навчальної діяльності май-бутнього військовослужбовця, який дбає про власну реалізацію в житті та майбутній професії. У статті визначені взаємозв’язки між педагогічною турботою та проблемно-орієнтованим підходом у сучасній педагогіці, а також те, як саме принципи педагогічної турботи відображають положення нормативних документів у військовій сфері. Висновки. Під «педагогічною турботою» автори розуміють практич-ну дію викладача по відношенню до здобувача, що передбачає увагу не тільки до якісного засвоєння здобувачем знань, а й до формування ним своєї національної, культурної, професійної ідентичності, до усвідомлення професійних ролей, а також приналежності до Збройних сил України. Професійне становлення здобувача потребує гармонійного поєднання дидактики з достатньою свободою підопіч-ного у вирішенні навчальних завдань. Автори підкреслюють, що педагогічна турбота полягає не тільки в удосконаленні методики викладання, а й у розкритті особистісного і професійного потенціалу май-бутнього захисника України. The article is devoted to the study of the concept of “pedagogical care” in the context of military pedagogy. The purpose of the article is to reveal the essence of pedagogical care, its philosophical and pedagogical content, as well as its importance in the formation of professional competencies of future military personnel. Methods. The study uses comparative and structural methods, the method of pedagogical observation in the analysis of practices of pedagogical care in a higher military school, as well as the philosophical and anthropological method and the method of historical and philosophical reconstruction of the concept of “care” at different stages of the development of philosophical thought. Results. The article reveals the connections between pedagogical care and modern principles of military leadership, dialogization of the educational process, and the ontology of military identity. The evolution of the object of care from ancient Greek to postmodern philosophy is linked to the evolution of pedagogical approaches. The article reveals the concept of “self-care” in the learning process, that is an integral part of the educational activity of a future military serviceman. The article defines the relationships between pedagogical care and the problem-oriented approach in modern pedagogy, as well as how the principles of pedagogical care reflect the provisions of military regulatory documents. Conclusions. By “pedagogical care”, the authors understand the practical action of the university teacher in relation to the student, which involves attention not only to the qualitative assimilation of knowledge by the student, but also to the formation of his national, cultural, professional identity, to the awareness of professional roles, as well as belonging to the Armed Forces of Ukraine. The professional development of the student requires a harmonious combination of didactics with sufficient freedom of the student in solving educational tasks. The authors emphasize that pedagogical care consists not only in improving teaching methods, but also in revealing the personal and professional potential of the Ukrainian defenderItem ПРОФІЛАКТИКА СОЦІАЛЬНОЇ ДЕЗАДАПТАЦІЇ МОЛОДШИХ ШКОЛЯРІВ В УМОВАХ ВИМУШЕНОЇ МІГРАЦІЇ УКРАЇНСЬКИХ ДІТЕЙ ДО ПОЛЬЩІ-PREVENTION OF SOCIAL MALADAPTATION AMONG PRIMARY SCHOOL CHILDREN IN THE CONTEXT OF FORCED MIGRATION OF UKRAINIAN CHILDREN TO POLAND(2026) Петухова Л. Є.-Petuhova L. Y. ; Яремчук А. О.-Yaremchuk A. O.Мета. Метою статті є визначення особливостей соціальної дезадаптації молодших школярів в умо-вах вимушеної міграції українських дітей до Польщі та аналіз особливостей організації профілактичної та психолого-педагогічної підтримки дітей у польському освітньому середовищі. Методи. У проце-сі дослідження використано аналіз та узагальнення наукової літератури, аналіз нормативно-правових документів, анкетування учнів 3–4 класів та педагогічне спостереження за учасниками практичної роботи в різновікових групах дітей молодшого шкільного віку. Результати. Встановлено, що вимушена міграція може ускладнювати соціальну адаптацію дітей через зміну соціального, мовного та освітньо-го середовища, втрату усталених соціальних зв’язків і необхідність адаптації до нових умов навчання та взаємодії. Аналіз польського освітнього середовища засвідчив наявність комплексу форм психоло-го-педагогічної підтримки українських дітей, зокрема мовної підтримки, співпраці із сім’єю, залучення освітніх і спеціалізованих установ та створення умов для включення дітей у шкільне життя. Практич-на робота з українськими дітьми молодшого шкільного віку в Польщі супроводжувалася позитивною динамікою відкритості до взаємодії, участі у груповій діяльності, ініціативності та взаємопідтримки. Висновки. Профілактика соціальної дезадаптації молодших школярів в умовах вимушеної міграції потребує комплексного психолого-педагогічного підходу, що поєднує своєчасне виявлення труднощів, створення безпечного середовища, підтримку соціальної взаємодії, співпрацю із сім’єю та викори-стання можливостей позашкільної діяльності. Перспективи подальших досліджень полягають у більш детальному вивченні чинників ризику та проявів соціальної дезадаптації українських дітей в умовах вимушеної міграції та вдосконаленні профілактичної роботи з урахуванням їхніх соціальних, емоцій-них та освітніх потреб. Purpose. The purpose of the article is to identify the specific features of social maladaptation among primary school children in the context of the forced migration of Ukrainian children to Poland and to analyze the organization of preventive and psychological-pedagogical support for children in the Polish educational environment. Methods. The study employed the analysis and generalization of scientific literature, analysis of regulatory and legal documents, a questionnaire survey of students in grades 3–4, and pedagogical observation of children participating in practical activities in mixed-age groups of primary school children. Results. The study established that forced migration may complicate children’s social adaptation due to changes in their social, linguistic, and educational environment, loss of established social ties, and the need to adapt to new conditions of learning and interaction. The analysis of the Polish educational environment revealed a range of forms of psychological and pedagogical support for Ukrainian children, including language support, cooperation with families, involvement of educational and specialized institutions, and the creation of conditions for children’s participation in school life. Practical work with Ukrainian primary school children in Poland was accompanied by positive changes in their openness to interaction, participation in group activities, initiative, and mutual support. Conclusions. The prevention of social maladaptation among primary school children in the context of forced migration requires a comprehensive psychological and pedagogical approach that combines timely identification of difficulties, creation of a safe environment, support for social interaction, cooperation with families, and the use of opportunities provided by extracurricular activities. Further research should focus on a more detailed examination of the risk factors and manifestations of social maladaptation among Ukrainian children in the context of forced migration, as well as on improving preventive practices according to their social, emotional, and educational needs.