Psychological factors in the self-development of gifted students facing difficult life situations

Музика, Олександр Леонідович and Музика, Олена Оксентівна (2026) Psychological factors in the self-development of gifted students facing difficult life situations Педагогічна освіта: теорія і практика. Психологія. Педагогіка, 1 (45). pp. 101-107. ISSN 2311-2409

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Abstract

The difficult life situation caused by the Russo-Ukrainian war hinders self-development processes among college students. The purpose of this article is to identify the characteristics of the interrelationships among psychological factors that contribute to the self-development of gifted students. The study involved gifted students majoring in the arts (experimental group, n=41) and students in the control group (n=67). The study utilized the Psychological Well-Being Scale (С. Ryff, 1989), the Profile of Students’ Professional Self-Efficacy (O.O. Muzyka, 2020), and the Profile of Value Interaction of a Gifted Individual (O.L. Muzyka, 2025). Based on the results of factor analysis of the empirical data, a model of self-development of a gifted individual in a complex life situation was obtained, combining three main factors: psychological well-being, professional self-efficacy, and value interaction. It was found that gifted students have lower psychological well-being scores than students in the control group. Correlational relationships were identified between indicators of psychological well-being and professional self-efficacy, which allow the latter to be considered a factor contributing to the maintenance of a focus on self-development among gifted students in complex life situations. It was established that an aggressive style predominates in the value-based interaction of gifted students with their social environment, which deepens value-based confrontation and may lead to the involution of giftedness. Correlations have been identified between appreciation and such indicators of psychological well-being and professional self-efficacy as autonomy, self-education and self-development, reflection, and personal standards. The results of the study can serve as the basis for programs to develop assertive interaction, which prevents value conflicts and promotes the self-development of gifted students in difficult situations.

Item Type:	Article
Uncontrolled Keywords:	assertive interaction; gifted students; professional self-efficacy; psychological well-being; difficult life situation
Subjects:	Статті у базах даних > Index Copernicus Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра освітології та психолого-педагогічних наук
Depositing User:	доцент Олена Оксентівна Музика
Date Deposited:	02 Jun 2026 08:30
Last Modified:	02 Jun 2026 08:30
URI:	https://elibrary.kubg.edu.ua/id/eprint/57768

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