Visnyk of V.N. Karazin Kharkiv National University. Series Psychology

The Personality Emotional States` Dynamics in the Context of a Musical Composition Perception

Hanna Klimusheva — 2025-06-30

The article substantiates the need to study the holistic impact of a musical composition on the emotional state of a person, the relevance of which lies in the insufficient study of perception problem in complex combinations of musical stimulus material elements. The aim of the article was to determine changes in the emotional state of a person in the context of a holistic musical composition perception based on universal mythical and cultural motifs of overcoming difficulties. An experimental study was conducted (a simple research design plan for a randomized group with a preliminary survey was used) on a group of 99 participants before and after listening to the musical composition “The Hero's Journey”, developed based on the work of J. Campbell “The Hero with a Thousand Faces”. The study was implemented using such methods as: E. Diener's Life Satisfaction Scale, C. Osgood's Semantic Differential, K. Izard's Differential Emotion Scale and the Tree picture test. Statistical data processing was carried out using the Wilcoxen signed-rank test for comparing dependent samples, the Mann-Whitney test for comparing independent samples, cluster analysis (k-means method), the Kruskall-Wallis test for comparing independent samples. According to the results of the study, a significant effect of listening to a musical composition on the participants was revealed, which was manifested in the fact that they significantly increased the level of their overall emotional state positivity, the feeling of their internal tone and energy, and also - the intensity of negative grief, anger, disgust, contempt, fear, shame, and depression experiences decreased. In addition, four types of perception of a musical composition were identified, namely: rational, sensual, imagination-oriented, and mixed; however, the effect of a musical composition influence on the emotional state of the listener showed an extremely weak connection with the type of perception of musical material.

From Burden to Resource: The Role of Self-Reflection in The Well-Being of Young Procrastinators

Lubov Yavorovska — 2025-06-30

This article examines the relationship between self-reflection and psychological well-being in young adults with medium to high levels of procrastination. The relevance of the study is driven by the growing prevalence of procrastination among youth, particularly during periods of life transition and instability. The aim was to explore age-related differences in the relationship between self-reflection and well-being in procrastinators aged 25–35. Both quantitative (Lay, Ryff, Diener, Grant scales) and qualitative methods (content analysis of a projective response) were applied, along with factor and cluster analyses. The results indicate that for participants under 30, self-reflection showed either no significant relationship or negative correlations with self-acceptance, especially when dominated by behavioral reflection. In contrast, participants over 30 demonstrated positive associations between self-reflection and most dimensions of psychological well-being, particularly when the reflection had an emotional focus. Three procrastinator types were identified: reflective-critical, reflective-effective, and non-reflective adaptive. High-quality self-reflection, particularly emotional, emerged as a key resource for enhancing well-being.

Theoretical Model of Coping Behavior of Civilians in War Conditions

Mariia Krapyva — 2025-06-30

Civilians, that is, those segments of the population that do not take direct part in armed conflicts, are one of the most vulnerable social categories of the population during the period of active hostilities. Given this, the study of the features of overcoming war stress by the civilian population in the conditions of the changing present, especially in the context of the Russian-Ukrainian war, appears, in our opinion, extremely relevant. The purpose of this article is a theoretical and methodological analysis of the psychological features of the overcoming behavior of the civilian population in conditions of martial law and the substantiation of the theoretical model of the overcoming behavior of the civilian population during war. The foundation of the theoretical model of the overcoming behavior of the civilian population during war is the prevention of war stress, which is one of the most significant, in our opinion, factors in preserving the psychological well-being of the individual. The article analyzes coping behavior as a psychological phenomenon, the main components of overcoming war stress by civilians, and substantiates a theoretical model of coping behavior of the civilian population during war, which also includes a description of the possibilities of psychoprophylaxis of possible psychological consequences of the impact of war on the personality. The following theoretical research methods were used: analysis, synthesis, comparison, generalization, induction, deduction, and modeling. It is concluded that coping behavior is a multidimensional psychological phenomenon, the basis of the process of its formation is a variety of coping resources that systematically determine the features of the structure of the response of each individual to a situation of interaction with stress.

The Anxiety and Aggression as Psychosocial Reactions of The Population in Wartime Conditions: Geographical Dimension

Hanna Pavlenko — 2025-06-30

The article presents the results of a study comparing anxiety and aggression levels among different groups of respondents, differentiated by their location during the ongoing conflict in Ukraine. According to the analysis, the levels of anxiety and aggression vary significantly depending on the respondents' places of residence. The lowest anxiety levels were observed among those who were abroad, where the absence of direct life-threatening risks contributed to a reduction in stress-inducing factors. The highest levels of anxiety were found among respondents who returned to Ukraine after staying abroad, which can be explained by the contrast between the safe environment abroad and the dangerous conditions in their home country. Similar results were found regarding aggression, with the lowest levels observed in those who were abroad, and the highest among internally displaced persons (IDPs) and those who remained in their homes amid the ongoing conflict. The highest aggression levels were seen in IDPs and those staying in Ukraine, where the constant threat to life and the need to adapt to wartime conditions increase tension and aggression. Additionally, it was noted that the group returning from abroad showed increased anxiety due to the stress of returning to a conflict zone. The socio-psychological context of individuals' experiences plays a crucial role in shaping their emotional and behavioral responses in the context of war. It was concluded that, in situations of constant life-threatening risks and adaptation to extreme circumstances, psychosocial support should focus on fostering resilience and reducing stress reactions, especially among groups returning to conflict zones.

Resilience and Adaptation Indicators to The Challenges of War Among Educators in the Kherson Region

Оlena Pinchuk — 2025-06-30

This article presents the results of a study on stress coping resources within the educational community working under conditions of heightened psychological tension in the frontline zone. The relevance of the study is driven by the necessity to understand the adaptation mechanisms and support the psychological well-being of educators who daily face the consequences of military actions. The aim of the study was to identify the most sought-after types of stress coping resources (cognitive, emotional, social, physical, spiritual/philosophical) and to analyze their relationship with the emotional state of educators. The study involved educators working in the frontline zone. Data collection was conducted using a questionnaire that included statements aimed at assessing the frequency of using various stress coping strategies on a 10-point scale. The results of the study revealed that the most frequently used stress coping resources among educators are cognitive strategies related to problem analysis and the search for their solutions, as well as spiritual and philosophical attitudes that support belief in own strengths and positive thinking. Physical activity also plays a significant role in coping with stress. Correlation analysis showed the presence of statistically significant positive relationships between emotional state and most of the studied resources. Particularly moderate correlations were found with positive thinking (r = +0.43), understanding own inner world (r = +0.44), goal-orientedness (r = +0.389), and the strongest positive relationship was observed with the habit of taking care of himself and his health (r = +0.523). The findings underscore the importance of a comprehensive approach to supporting the psychological well-being of educators working in the challenging conditions of the frontline zone. Strengthening cognitive problem-solving skills, supporting a positive outlook, encouraging physical activity, and fostering the habit of self-care are key directions for psychological assistance and resilience support for educators. Further research may focus on exploring the specific mechanisms of the influence of various resources on emotional state and developing effective interventions for this vulnerable professional group.

Features of Psychic Regulation of Students’ Emotional States Under the Influence of War-Related Stressors

Viktor Plokhikh — 2025-06-30

This study explores the problematic aspects of organizing the interaction between conscious and unconscious levels of emotional state regulation among students under stressogenic influences. The aim of the research is to identify the features of the relationship between the conscious level of emotional regulation represented by components of emotional intelligence and the unconscious level manifested through psychological defense mechanisms in conditions of prolonged exposure to war-related stressors. The sample consisted of 84 university students (age: Me = 20; min = 18; max = 25). The empirical study employed the following methods: Hall’s Emotional Intelligence Test (to assess conscious regulation components), the Life Style Index (to diagnose automatic psychological defenses), the PSM-25 Psychological Stress Scale (to determine stress-induced psychic tension), and the Freiburg Personality Inventory, Form B (to identify maladaptive mental states). Results. A statistically significant inverse correlation was found between psychic tension and the students’ ability to manage their own emotions (Rs = -.375; p = .000), as well as with the overall index of emotional intelligence (Rs = -.232; p = .034). In most cases, components of emotional intelligence negatively correlated with the intensity of psychological defenses. Psychic tension was positively correlated with the overall level of psychological defenses (Rs = .498; p = .000), as well as with specific defenses such as regression (Rs = .593; p = .000), displacement (Rs = .497; p = .000), compensation (Rs = .249; p = .022), and overcompensation (Rs = .367; p = .001). The intensity of psychic tension and psychological defenses was also positively associated with the manifestation of maladaptive mental states. Conclusions. Under the stressogenic impact of warfare, the activation of conscious and unconscious mechanisms of emotional regulation in students tends to diverge. It is proven that effective conscious self-regulation of emotional states occurs when psychic tension is low and the student possesses at least a moderate level of stress resistance. The significant activation of psychological defenses at moderate stress levels is linked to an increased presence of maladaptive emotional states and personality traits characteristic of distress.

Peculiarities of Resilience and Coping Strategies of The Ukrainian Civilian Population During the Full-Scale War: The Role of Social Support

Anton Shvalb — 2025-06-30

This article presents the results of an empirical study dedicated to the investigation of resilience, coping strategies, and social support among the civilian population of Ukraine under conditions of full-scale war. Special attention is paid to the role of social support in the process of psychological adaptation, as well as to the impact of residence region and the status of internally displaced persons (IDPs) on the specific features of stress coping. The theoretical framework of the study is based on the conceptualization of resilience as an individual's ability to maintain or restore psychological equilibrium under conditions of extreme stress, along with models of coping that view it as a process involving cognitive and behavioral efforts aimed at managing internal and external demands. The study involved civilians residing both in frontline areas and in relatively safe regions of Ukraine. Standardized psychodiagnostic instruments were used to measure levels of resilience, coping strategies, and perceived social support. Statistical analysis revealed significant differences in preferred coping strategies depending on regional context and IDP status. It was found that higher levels of resilience are associated with a greater use of problem-focused coping strategies and less reliance on emotion-avoidant responses. The level of perceived social support proved to be a significant stress buffer, reducing the intensity of maladaptive reactions, especially among individuals who had experienced forced displacement. The results of the study underscore the importance of developing programs aimed at enhancing resilience and strengthening social connections in crisis conditions. They have practical significance for organizing psychological assistance to the population during wartime, particularly in work with internally displaced persons and residents of high-risk zones. The data obtained may be used to improve intervention strategies focused on fostering adaptive coping mechanisms within the civilian population. Furthermore, the findings open up possibilities for future research into the factors that strengthen or, conversely, diminish resilience under prolonged conditions of social instability. In particular, promising directions include the examination of interpersonal interaction effects, volunteer activity, and civic engagement as resources for the mental health maintenance. Thus, the study contributes to a deeper understanding of psychological resilience machanisms in wartime and may serve as a foundation for the development of comprehensive, contextually sensitive models of psychosocial support that take into account not only individual characteristics but also the sociocultural conditions of human life in crisis situations.

Evolution of The Concept of Learning Task in Developmental Teaching

Volodymyr Riepkin — 2025-06-30

The article examines the evolution of the concept of a learning task within the context of developmental education, emphasizing the contribution of the Kharkiv research group. Two complementary functional components of the learning task are identified: the "proper learning subtask" (changes in thinking for constructing a new mode of action) and the "learning-practical subtask" (the actual construction of the mode of action). This significantly enhances the understanding of the development of the subject of learning activity in the process of posing and solving a learning task. Special attention is paid to the significance of a student's mental goals, as without their independent formulation, learning activity loses its developmental nature and reduces to mere assimilation. The views on the action of analysis and transformation of a model in the process of solving a learning task are clarified, as well as the role of evaluation, which is performed at all stages of posing and solving a learning task, unifying key actions into a holistic act of learning activity.

The Mediating Role of Emotional Intelligence Traits in The Relationship Between Collective Trauma and Posttraumatic Growth

Olena Myloslavska — 2025-06-30

The article is devoted to determining the mediating role of emotional intelligence traits in the relationship between collective trauma and posttraumatic growth. The purpose of the article is to determine the mediating role of emotional intelligence traits in the relationship between collective trauma and posttraumatic growth. The author's questionnaire consisting of two scales was developed as a psychodiagnostic tool. The first scale demonstrates the impact of historical trauma, the experience of previous generations; the second scale reflects the impact of collective trauma, namely war, on the individual. The Posttraumatic Growth Inventory (R. Tadeshi, L. Calhoun) and the Traits of Emotional Intelligence (K. Petrides) were also used. Spearman's rank correlation coefficient and mediator analysis were used as mathematical and statistical methods. The results obtained indicate that the decrease in the level of social skills characteristic of people with experience of participation in military events can act as a significant barrier to the development of the so-called “personality strength” - an important component of post-traumatic growth. The identified tendency to the mediating role of sociality as a trait of emotional intelligence in the relationship between traumatic experience and the posttraumatic growth component indicates that social resources (in particular, skills of effective interaction, emotional expression and assertive behavior) play an important function in the process of overcoming the consequences of traumatization.

Adaptation of The Ukrainian Version of The Combat Exposure Scale Scale (CES-UA)

Daria Kasiianenko — 2025-06-30

Objective. The objective of this study was to adapt the original Combat Exposure Scale (CES; Keane et al., 1989) into the Ukrainian language, translated as the Combat Exposure Scale–Ukrainian version (CES-UA), for use in psychological practice with active-duty service members, veterans, and individuals with combat experience. This scale is a widely used self-report tool for assessing combat-related situations. Despite its international value, a validated Ukrainian version was lacking. Given the urgent psychological needs of military personnel amid Russia’s full-scale invasion of Ukraine, this gap required immediate attention.

Methods. The CES was translated and culturally adapted into Ukrainian using a forward–backward method involving a professional translator, bilingual veterans, and university faculty. Psychometric testing included 513 male service members (436 online, 77 paper). Data analysis was conducted in R (R Core Team, 2024) and RStudio (Posit, 2024).

Results. Confirmatory factor analysis confirmed the unidimensional structure of the Ukrainian version of the Combat Exposure Scale (CES-UA). Most fit indices demonstrated an excellent level of correspondence between the theoretical model and the empirical data (CFI = 0.999, TLI = 0.998, SRMR = 0.034).

Subsequent evaluation of the model confirmed its key psychometric characteristics. As a result, multiple statistical methods confirmed that the CES-UA demonstrates high reliability (α = 0.91, ordinal α = 0.95, ω = 0.93, CR = 0.94), supported convergent validity (AVE = 0.729), discriminant validity (HTMT = 0.046), and measurement invariance across age groups.

Conclusion. The Ukrainian version of the Combat Exposure Scale (CES-UA) is a reliable and valid instrument and is recommended for use with Ukrainian-speaking military personnel and veterans in both clinical practice and scientific research.

Psychometric Properties of the Educational Study Demands Questionnaire

Valerii Olefir — 2025-06-30

The aim of the study was to create a psychometrically sound Ukrainian-language questionnaire of educational environment requirements. The development was based on a model of work and learning requirements and resources adapted to the student context: the Scale of Learning Requirements and Resources by K. Mokgele and S. Rothman and the Questionnaire of Work Requirements and Resources by A. Baker. Based on the analysis of existing tools and theoretical provisions, an initial version of the questionnaire was formed, including three scales: academic load, clarity of requirements and adequacy of requirements. The study was conducted on a sample of 283 students of Ukrainian universities (quantitative ratio – 61.0% women, 39.0% men; Mage = 20, SD = 1.5). Statistical analyses were performed using R and RStudio software. The bruceR (Bao, 2023) and lavaan (Rosseel, 2012) packages were used to calculate descriptive statistics, assess reliability, conduct confirmatory factor analysis (CFA) and analyze measurement invariance. Statistical analysis, in particular confirmatory factor analysis, confirmed the three-factor structure of the questionnaire and its high reliability. The measured invariance of the questionnaire by gender was established: both men and women perceive the questionnaire items equally. The results obtained indicate the validity of the developed tool for assessing the requirements of the educational environment, which can be used in psychological research and educational practice.

Dispositional Predictors of Professional Well-Being in The Context of The Motivational-Value Model

Olena Voitenko — 2025-06-30

Various aspects of professional well-being are mainly explained by organizational factors, therefore, dispositional factors that contribute to employee well-being in a professional context remain insufficiently studied today. The purpose of this study is to empirically verify the presence and nature of the relationship between the individual psychological properties of employees and their professional well-being in the context of the motivational and value model. In accordance with the purpose of this study, a cross-sectional method was applied using the Job Satisfaction Scale (JSS) by Spector, the Utrecht Work Engagement Scale (UWES) by Schaufeli and Becker, the Bergen Work Addiction Scale (BWAS) by Andreassen et al., the Brief Rosenberg Self-Esteem Scale (B-RSES), the short form of the General Self-Efficacy Scale (GSE-6) by Schwarzer and Jerusalem, the Authenticity Scale (AS) by Wood et al., and the Internal–External Locus of Control Short Scale–4 (IE-4) by Kovaleva. The survey participants were 167 Ukrainian higher education teachers. Statistical analysis included correlation analysis, analysis of variance, and comparative analysis of groups using Student's t-test. The results of the study confirmed the predictive capabilities of dispositional factors in predicting professional well-being, in particular indicators of engagement in work processes, self-esteem, self-efficacy, internal locus of control, as well as the negative impact of one of the authenticity indicators - self-empowerment. Within the motivational and value model of professional well-being, this result is a valuable confirmation of the professional well-being importance in an employee's ability to successfully control and influence the professional environment; confidence in abilities and good knowledge of himself and understanding of own work-related experiences, which, in aggregate, provides more chances for own aspirations realization.