RELATION OF MEANINGFUL LIFE ORIENTATIONS TO THE PSYCHOLOGICAL WELL-BEING OF THE PERSONALITY OF ADULTS

RELATION OF MEANINGFUL LIFE ORIENTATIONS TO THE PSYCHOLOGICAL WELL-BEING OF THE PERSONALITY OF ADULTS

EkaterinaYuMezentseva
3rd year student of the faculty of psychology
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU

Abstract:The connection between sense-life orientations and psychological well-being of adult people has been studied in this article.

Key words: sense-life orientations, psychological well-being, adults, connection.

Psychological well-being and the meaning of life are among the most demanded areas of research in modern social psychology and personality psychology.

The study of the issues under consideration acquires a special relevance during adulthood, since it is important for the developing personality to experience a sense of well-being, life satisfaction, as it will promote the formation of an adequate picture of the world and one's place in it, which, in turn, will allow to find the meaning of life and one's true vocation.

Hypothesis of the research: psychological well-being of adults has a close connection with the sense-life orientations. At the same time the following aspects are included in the sphere of meaning-life orientations:

- An understanding by the individual of those spheres of life in which she is most likely to find the meaning of her life;

- understanding of the connection between the meaning of life and an individual's future, present, and past.

As diagnostic material we used the following methods: K. Riff's Psychological Well-Being Scale; Leontiev's Meaning-Life Orientation Test, V.Y. Kotlyakov's Methodology of Life Meaning Research.

Base of the research - the study was conducted on the basis of the National Research University "Belgorod State University" in Belgorod. Fifty fourth- and fifth-year students aged from 21 to 22 took part in the study.

At the initial stage of our research we studied the system of life meanings of students - psychologists with the help of the method "Research of life meanings" by V.Y. Kotlyakov (Appendix 2). The results of the research are presented in Figure 2.1.

Fig. 2.1. Expression of indicators of categories of life meanings of students - psychologists (in r.b., makh=24 b.)

We received 15.2 points on the indicator "Alruistic" (Мх=15.2), which corresponds to the average level. Such students appreciate and respect elders, help people who need help. In interpersonal relations they try not to have conflicts, always do good. According to the indicator "Existential" the examinees have an average level of expression (Mx=15.1). This suggests that students are optimistic, striving to be independent in spiritual terms. The scales of "Self-actualization" (Mx=13), "Status" (Mx=12.6), "Cognitive" (Mx=12.4) have an average level of expression. We can say that such subjects strive to achieve their goals. They strive to realize themselves in life, to find an interesting job. Indicators on the scales: "Hedonistic" (Mx=10.1), "Communicative" (Mx=10.2), "Family" (Mx=8.3) have a low level of expression. The respondents do not put entertainment and recreation, communication with friends and the material component in the first place.

Thus, we can conclude that for students - psychologists the meaning of life is the search for interesting work, self-realization, helping other people.

Now let's analyze psychological well-being of respondents with the help of the method "Scale of psychological well-being" by K. Riff (Appendix 2). The results of the candidates are presented in Figure 2.2.

Fig. 2.2. Expression of indicators of psychological well-being of students - psychologists (in median, mah=84 b.)

As can be seen from the figure, the self-acceptance indicator (Mx=68.4) has a high score relative to all scales, i.e. the sample has this indicator clearly expressed. This indicates that examinees have a positive attitude toward themselves, know and accept various sides of themselves, including good and bad qualities, and positively assess their past. The indicators "Management" (Mx=64.3), "Personal growth" (Mx=63.9), and "Purpose in life" (Mx=64.7) have an average level of expression. We can say that the respondents do not experience difficulty in organizing daily activities, feel capable of changing or improving the emerging circumstances, are reckless about the opportunities presented. Have a sense of ongoing development, perceive themselves as "growing" and self-actualizing, are open to new experiences, and have a sense of realizing their potential. The scales of "Positive Attitude" (Mx=61) and "Autonomy" (Mx=60.9). These subjects have good trusting relationships with others. They care about the well-being of others and are able to empathize. But are dependent on the opinions and assessments of others.

Thus, we see that all indicators have an average level of expression, i.e. psychological well-being of students - psychologists is normal. The respondents have a positive attitude towards themselves, know and accept their different sides, do not experience difficulties in organizing daily activities, have a sense of continuous development, good trusting relationships with others.

We used D. A. Leontiev's "Meaning-Leaning Orientations" method (Appendix 2) to study meaningful life orientations. The results are presented in Figure 2.3.

Figure 2.3. Expression of respondents by sense-life orientations (in median b, max=7 b)

As a result of the study, it was found that the indicators on the scales "Goals" (Mx=5.2), "Result" (Mx=5.2) and "Process" (Mx=5.1) correspond to a high level of expression. This suggests that respondents have goals that give life meaningfulness, direction, and a time perspective. They get pleasure from life, try to live every minute of their life with benefit. Locus of control - I" (Mx=4.9) and "Locus of control - life" (Mx=4.5) indicators have an average level of expression. This suggests that respondents do not believe in their power to control the events of their own lives.

Thus, we can say that psychology students' sense-life orientations manifest themselves in finding goals that give life meaningfulness, direction, and a temporal perspective.

Now we will consider the distribution of psychology students by gender, which are presented in Figure 2.4

Fig. 2.4. Distribution of psychology students by gender (%)

We can see in the figure that most of the students (80%) are girls. The rest (20%) are guys.

To find out the differences in sense-life orientations and psychological well-being of psychology students depending on gender identity we chose Mann-Whitney test (Appendix 3). The results are presented in Table 2.1.

Table 2.1.

Expression of Meaningful-Life Orientations and Psychological Well-Being Indicators of Psychology Students Depending on Gender

Примечание: **- р≤0,01; *- р≤0,05.

In order to identify statistical differences in terms of sense-life orientations and psychological well-being of psychology students depending on gender identity we chose Mann-Whitney test we applied nonparametric statistical test for two independent samples U-Mann-Whitney, as a result we found statistically significant differences at high significance level p≤0.05 on the indicators of psychological well-being: "Self Acceptance" (Namp=127; Mx1=48.7; Mx2=73.3). We can see in the table that girls are more accepting of themselves than boys. Girls have a positive attitude towards themselves, know and accept different sides of themselves, including good and bad qualities, positively evaluate their past. Guys are not happy with themselves and have concerns about some personal qualities. Statistically significant differences were found on the scale of sense-life orientations, namely on the "Process" scale (NAp = 98; Mx1 = 6.2; Mx2 = 4.9). The score on this scale is more pronounced for guys than for girls. Consequently, we can say that guys live for today and do not worry about what was and what will be, which cannot be said about the girls. They analyze all the situations that have happened or will happen.

Thus, we can say that statistically significant differences were found on the self-acceptance and process indicators. This suggests that girls have a positive attitude towards themselves, know and accept different sides of themselves, including good and bad qualities, positively assess their past. And guys live for today and do not worry about what was and what will be.

Next, let us analyze the relationship of meaning-life orientations and psychological well-being of psychology students. For this purpose we applied p-Spearman correlation analysis (Appendix 3) and created a correlation tree in Figure 2.2.5.

Fig. 2.2.5. Correlation Pleiad of Relationship between Meaning-Life Orientations and Psychological Well-Being of Psychology Students

In the figure we can see that there are two negative relationships at a high level of statistically significant p≤0.01, namely the indicators "Purpose in life" and "Locus of Control - Self" (r=-0.389), "Self-acceptance" and "Purpose" (r=-0.394). This suggests that the more serious the goal in life the subjects have, the less free they feel. The higher the level of self-acceptance the examinees exhibit, the respondents who have plans may have no real support in the present and are not supported by personal responsibility for their implementation.

We see that there is a negative relationship at the p≤0.05 level, namely the Hedonic and Management indicators (r=-0.310). That is, the more respondents enjoy recreation, entertainment and hanging out with friends, the less the possibility of being a manager in their lives.

There is a positive relationship between "Self-Acceptance" and "Locus of Control-Life" (r=0.334). This means that the better the self-acceptance of the respondents, the better they control their lives, freely make decisions and put them into action. The connection was found at the level of statistical significance p≤0.05.

Thus, we can conclude that those students who have a serious purpose in life are likely to experience less freedom. With a high level of self-acceptance, respondents who have plans may not have a real foothold in the present and are not supported by personal responsibility for their implementation. Respondents are more likely to enjoy relaxing, having fun, and hanging out with friends, the less likely to be a manager in their lives.

So, having analyzed the manifestation of the sense-life orientations and psychological well-being of psychology students we can conclude that there is a positive and negative connection between the sense-life orientations and psychological well-being of psychology students.

List of references

1. Kotlyakov, V. Y. Methodology for studying the system of vital meanings / V. Y. Kotlyakov // Sibirskaya.

Leontiev, D.A. The test of meaningful life orientations (LSO) / D.A. Leontiev. - M.: The meaning, 1992. - 16 с

Marchenko V.A. Meaning-Leaning Orientations of groups of adolescents and adults // Formation and development of a new paradigm of innovation science. 2018. С. 218.