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Resources and Deficits of Psychological Readiness for Research Activities in the Prediction of its Success in Early Stage Researchers 1434
Bokhan T.G.
Doctor of Psychology, Head of the Department of Psychotherapy and Psychological Counseling, Department of Psychology, Tomsk State University, Tomsk, Russia
ORCID: https://orcid.org/0000-0003-1454-3869
e-mail: btg960@sibmail.com Alekseeva L.F.
Doctor of Psychology, Head of Chair of General and Differential Psychology, Department of Behavioural Medicine and Management, Siberian State Medical University, Russia
e-mail: alekseeva_lf@mail.ru Shabalovskaya M.V.
PhD in Psychology, Lecturer of General and Differential Psychology Department, SBEI HPE «Siberian State Medical University» of Ministry of Healthcare of the Russian Federation, Tomsk, Russia
e-mail: m_sha79@mail.ru Moreva S.A.
Senior Lecturer, Chair of Clinical Psychology and Psychotherapy, Department of Behavioral Medicine and Management, Siberian State Medical University, Russian Ministry of Health, Russia
e-mail: sa.more@mail.ru
We discuss the results of studies of the psychological readiness for scientific activities at the practical level for novice researchers (undergraduate students, master students and PhD students). We identified five options for the practical level of psychological readiness for novice researchers, each of which is represented by resource qualities for the establishment of research activities and by those deficiencies that hinder the success. As resources requiring its actualization in terms of high school education, we consider: self-control, providing emotional stability; self-control and perseverance in self-organizing scientific activities; openness and sensitivity to the new; willingness to cooperate; leadership social activity. In case of good self-control and perseverance in research, the deficit is creativity: curiosity, imagination, risk tolerance and orientation to solve complex problems.
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