Peculiarities of Ideas of Graduate Students about to Coping Difficult Life Situations in Their Future Professional Activity and about Ways to Overcome Them

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Abstract

The article actualizes the problem of the specifics ideas of University graduate students about coping difficult situations that they may encounter in their future professional activities. The purpose of the article is to present to the professional community the results of the study of the peculiarities of the presentation of students in the humanitarian and technical areas of training about difficult life situations and ways to overcome them. The authors predict the emergence of difficult life situations in the future professional activities of students. The sample consisted of 75 people, 36 people direction of preparation “Technosphere Safety” and 39 people direction of preparation “Teacher Education”. The data were collected using the methods: “Ways of overcoming negative situations” (S. Goncharova), “Ways of Coping Questionnaire” (R. Lazarus), “Life Style Index” (L.I. Vasserman et al.), and incomplete sentences. It has been established that for university graduates the concept of a “difficult life situation” is defined as some state of concern about the result. It is proved that they have the peculiarities of psychological readiness to overcome difficult life situations in their future professional activities. The identified peculiarities can be used in the preparation of a program for ensuring labor safety and protecting the health.

General Information

Keywords: difficult life situation, anxiety, personal responsibility, ways of coping, professional activity.

Journal rubric: Psychology of Education

DOI: https://doi.org/10.17759/psyedu.2021130108

Funding. The reported study was funded by Kemerovo State University.

For citation: Kargina A.E., Morozova I.S., Kretsan Z.V. Peculiarities of Ideas of Graduate Students about to Coping Difficult Life Situations in Their Future Professional Activity and about Ways to Overcome Them [Elektronnyi resurs]. Psychological-Educational Studies, 2021. Vol. 13, no. 1, pp. 117–130. DOI: 10.17759/psyedu.2021130108. (In Russ., аbstr. in Engl.)

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Information About the Authors

Anastasiya E. Kargina, lecturer, Chair of Acmeology and Psychology of Development, Institute of Education, Kemerovo State University, Kemerovo, Russia, ORCID: https://orcid.org/0000-0001-6246-6998, e-mail: nstsjkrgn@yandex.ru

Irina S. Morozova, Doctor of Psychology, Professor, Head of the Department of Acmeology and Developmental Psychology, Director of the Institute of Education, Kemerovo State University, Kemerovo, Russia, ORCID: https://orcid.org/0000-0002-0862-7225, e-mail: ishmorozova@ya.ru

Zoya V. Kretsan, PhD in Education, Associate Professor of Chair of Acmeology and Psychology of Development, Kemerovo State University, Kemerovo, Russia, ORCID: https://orcid.org/0000-0002-8177-028X, e-mail: z.kretsan@gmail.com

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