Diagnostics of Structural Features of Personality Changes in Theatre College Students at Different Stages of Training

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Abstract

The paper presents the results of a study of the structural features of personal changes of student-actors in the process of studying in the theater college. We hypothesize that at the stage of primary occupation selection and in the training process students aquire and develop specific stable personality structures (association of personal qualities), which are essential for the formation of the subject of acting. The sample consisted of 832 respondent: 686 enrollees of theater college; 188 students at the beginning and 174 — at the end of the 1st year, 106 2nd year, 91 3rd year, and 68 4th year students. Methods: R. Cattell Personality Factors test (16 PF). Results: four invariant factors describing the structural features of the personality of student-actors are identified — personal anxiety, the desire for public communication, emotional impact on the other, individualism. Conclusions: the hypothesis of the presence of stable personality structures was confirmed, a number of essential personal features that contribute to the implementation of stage communication between self, role, and viewer were found.

General Information

Keywords: acting talent, personal features, structural characteristics, psychology of the actor, the Cattell test, factor analysis

Journal rubric: Empirical Researches

DOI: https://doi.org/10.17759/cpp.2018260406

Acknowledgements. This work was supported by Russian Foundation for basic research, grant №18-013- 00805 А «Features of personal change and professional socialization in the development of the acting profession».

For citation: Sobkin V.S., Lykova T.A., Sobkina A.V. Diagnostics of Structural Features of Personality Changes in Theatre College Students at Different Stages of Training. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2018. Vol. 26, no. 4, pp. 83–100. DOI: 10.17759/cpp.2018260406. (In Russ., аbstr. in Engl.)

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Information About the Authors

Vladimir S. Sobkin, Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Head of the Center for Sociology of Education, Institute of Education Management, Center for Modern Problems of Modern Education at the Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2339-9080, e-mail: sobkin@mail.ru

Tatiana A. Lykova, PhD in Psychology, Leading Researcher, Institute of Education Management of the Russian Academy of Education, Professor, Russian Institute of Theatrical Art, Moscow, Russia, ORCID: https://orcid.org/0000-0002-6494-978X, e-mail: feo.tatiana@gmail.com

Anna V. Sobkina, Educational Psychologist, Moscow Theater College at the Moscow Theater of Oleg Tabakov, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5398-4005, e-mail: nurasobkina@gmail.com

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