Relationships of innovative personality features with meta-values, self-organization and life satisfaction among university students in the context of resource approach

Abstract

Background. The relevance of the study is due to the changes currently taking place in society, which leave an imprint on the activity of a person as a subject of activity, which pose the task of studying his psychological resources in a rapidly changing world. The resource approach is practically in demand when accompanying the educational process in modern conditions.

Objective. To identify the relationship of innovative personality qualities with meta-values, self-organization and life satisfaction among university students.

Study Participants. The study involved 226 female university students of Tomsk, (average age 20.18 years, CD = 1.17 years).

Methods. The following methods were used in the study: Scale of self-assessment of innovative personality qualities (SIPQ) by N. Lebedeva, A. Tatarko; Portrait Values Questionnaire-Revised — PVQ-R by Sh. Shvartz; Scale “Regularity” of the Questionnaire of Activity Self-organization (QSA) by E.Y. Mandrikova; “Life Satisfaction Scale” by E. Diener. The results were processed using the Statistica 10.0 program. Descriptive statistics, regression and cluster analysis were used in the study.

Results. Correlation analysis showed that “Innovation Index” is most closely related to the meta-value “Openness to change” and also has positive relationships with “Planning” and “Life satisfaction”. There is no significant correlation between the “Innovation Index” and the meta-value “Preservation”. Cluster analysis made it possible to identify 4 groups of students. The greatest differences between them were identified in “Planning”, “Life Satisfaction”, and “Innovation Index”. No significant differences in values were found among female students.

Conclusion. The innovative personality traits revealed among female university students have significant relationships with their openness to change, self-organization and life satisfaction. The most significant differences between the identified typological groups of female students are observed in the level of self-organization and planning, as well as life satisfaction. The described typological characteristics of students in selected groups will make it possible to organize assistance to students in the development of psychological qualities necessary for mastering a new social role and profession. The results of the study contribute to the development of the resource approach to the study of personality characteristics of university students.

References

Anan'ev, B.G. (2001). Man as an object of knowledge. St. Petersburg: Piter. (In Russ.).

Argajl, M. (2003). Psychology of happiness. St. Petersburg: Piter. (In Russ.).

Asmolov, A.G. (2019). Modern Psychology: Challenges of Uncertainty, Complexity, Diversity. In A.G. Asmolov (Eds.), Mobilis in mobili: a person in an era of change (pp. 13–29). Moscow: Publishing House YASK. (In Russ.).

Grishina, N.V. (2018). “Self-changes” of person: Possible and necessary. Vestnik Sankt-Peterburgskogo universiteta. Psihologiya i pedagogika (Bulletin of St. Petersburg University. Psychology and Education), 8(2), 126–138. https://doi.org/10.21638/11701/spbu16.2018.202 (In Russ.).

Emelin, V.A. (2016). Technology as a factor of identity transformation: the formation of homo technologicus. National Psychological Journal, (1), 9–18. (In Russ.).

Hazova, S.A. (2013). Coping resources of the subject: the main directions and prospects of research. Vestnik KGU im. N.A. Nekrasova (Bulletin of the N.A. Nekrasov KSU), (5), 188–191. (In Russ.).

Hobfoll, S. (2011). Conservation of resources theory: its implication for stress, health, and resilience. In: S. Folkman (Eds.), The Oxford handbook of stress, health, and coping (pp. 127–147). New York: Oxford University Press.

Ivanova, T.Yu., Leont'ev, D.A., Osin, E.N., Rasskazova, E.I., Kosheleva, N.V. (2018). Modern problems of studying personal resources in professional activity. Organizacionnaya psihologiya (Organizational psychology), 8(1), 85–121. (In Russ.).

Karandashev, V.N. (2004). Schwartz methodology for the study of personality values: concept and methodological guidance. St. Petersburg: Rech’ Publ. (In Russ).

Klochko, V.E., Galazhinskii, E.V. (2009). The innovative potential of an individual: A systemic anthropological context. Vestnik Tomskogo gosudarstvennogo universiteta (Bulletin of Tomsk State University), 325(8), 146–151. (In Russ.).

Kovaleva, N.V. (2020). Subjective identity as a psychological resource of a person in conditions of uncertainty and crisis. In: Z.I. Ryabikina, V.V. Znakov (Eds.), Personality and challenges of modernity: interpretation of problems by various scientific schools (pp. 38–42). Maykop: Adygea State University; Krasnodar: Kuban State University. (In Russ.).

Lebedeva, N.M., Tatarko, A.N. (2009). Technique for assessing individual attitudes towards innovations. Al'manakh sovremennoi nauki i obrazovaniya (Almanac of Modern Science and Education), 4(2), 89–96. (In Russ.).

Magun, V., Rudnev, M. (2008.) Life values of the Russian population: similarities and differences in comparison with other European countries. Vestnik obshchestvennogo mneniya. Dannye. Analiz. Diskussii (Bulletin of Public Opinion. Data. Analysis. Discussions), 1(93), 33–58. (In Russ.).

Malenov, A.A. (2021). Resursy lichnosti i ih realizaciya v prostranstve psihologicheskogo obrazovaniya: Diss. kand. psihol. nauk. (Personal resources and their implementation in the space of psychological education: abstract of the dissertation). Cand. Sci. (Psychology). Omsk. (In Russ.)

Mandrikova, E.Yu. (2010). Development of the questionnaire to measure activity self-organization (QASO). Psikhologicheskaya diagnostika (Psychological Diagnostics), (2), 59–83. (In Russ.).

Martsinkovskaya, T.D. (2019). Transitive society as a psychological phenomenon. In A. G. Asmolov (Eds.), Mobilis in mobili: a person in an era of change (pp. 150-166). Moscow: Publishing House YASK. (In Russ.).

Merenkova, V.S., Solodkova, O.E. (2020). The study of the phenomenon of “life satisfaction”. Kompleksnye issledovaniya detstva (Complex studies of childhood), 2(1), 4–12. https://doi.org/10.33910/2687-0223-2020-2-1-4-13 (In Russ.).

Morosanova, V.I. (2014). Conscious self-regulation of personal activity as a psychological resource for achieving goals. Teoreticheskaya i eksperimental'naya psihologiya (Theoretical and experimental psychology), 1(155), 62–78. (In Russ.).

Morosanova, V.I. (2017). Conscious self-regulation as a meta-system of psychological resources for achieving goals and self-development of a person. In: A.L. Zhuravlev, V.A. Koltsova (Eds.), Fundamental and applied research of modern psychology. Results and prospects of development (pp. 501–509). Moscow: Institute of Psychology of the Russian Academy of Sciences. (In Russ.).

Morosanova, V.I. (2020). Development of a resource approach to the study of conscious self-regulation of achieving goals and self-development of a person. In: Yu.P. Zinchenko, V.I. Morosanova (Eds.), In the collection Psychology of self-regulation: evolution of approaches and challenges of the time (рр. 11–36). Moscow, St. Petersburg: Nestor-Istoriya. (In Russ.).

Morosanova, V.I. (2022). Psychology of conscious self-regulation: from the origins to modern research. Teoreticheskaya i eksperimental’naya psihologiya (Teoretical and experimental psychology), 3(15), 57–82. https://doi.org/10.24412/2073-0861-2022-3-57-82 (In Russ.).

Osin, E.N., Leont'ev, D.A. (2020). Brief Russian-language scales for the diagnosis of subjective well-being: psychometric characteristics and comparative analysis. Monitoring obshchestvennogo mneniya: Ekonomicheskie i sotsial'nye peremeny (Public Opinion Monitoring: Economic and Social Change), 1(155), 117–142.

Perikova, E.I., Atamanova, I.V., Bogomaz, S.A., Karipbayev, B.I., Filippova, T.S., Zagulova, D. (2021). The Relationship Between Value Orientations and Personal Readiness for Activity in Youth From Russia, Kazakhstan and Latvia. Psychology in Russia: State of the Art, 14(2), 118-136. https://doi.org/10.11621/pir.2021.0208

Shamionov, R.M. (2002). Self-actualization of teachers and satisfaction with life and oneself. Mir psihologii (The world of psychology), (2), 143-148. (In Russ.).

Schwartz, S.H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1116

Schwartz, S.H. (2021). A Repository of Schwartz Value Scales with Instructions and an Introduction. Online Readings in Psychology and Culture, 2(2). https://doi.org/10.9707/2307-0919.1173

Zinchenko, T.P. (2000). Cognitive and Applied Psychology. Moscow: MODEK. (In Russ.).