DOI: 10.7256/2454-0676.2023.3.34132

Abstract: The subject of the study is the self – awareness of a preschooler's personality. The purpose of the study is a comparative analysis of the structure of self – consciousness of preschoolers born from multiple pregnancies and single-born preschoolers who have and do not have siblings due to the influence of special evaluation factors. The authors conducted a comparative analysis of the self-consciousness of preschoolers in connection with the special social situation of development and the presence of siblings. The role of evaluative relationships in the development of self-awareness in preschool age is determined. Differences in the characteristics of self-consciousness of girls and boys of preschool age are revealed. Research methodology: cultural and historical approach (L.S. Vygotsky), concepts of self-consciousness of a preschool child (M.I. Lisina, V.E. Mukhina, R.H. Shakurov), the effect of twins R. Zazzo. The study involved 160 preschoolers, including 88 preschoolers born from multiple pregnancies, 72 single-born preschoolers. The existence of differences in the structure of self-consciousness of preschoolers born from multiple pregnancies and single-born preschoolers associated with the influence of special evaluative relationships within the social situation of development is theoretically substantiated and empirically proven. The main conclusions of the study are presented in the provisions. Preschoolers born from multiple pregnancies are characterized by a significantly lower level of self-esteem and self-acceptance in comparison with single-born preschoolers, which may be due to a special characteristic of the parent's evaluative relationships due to the social situation of development. For preschoolers born from multiple pregnancies, evaluative relationships of a parent of the same sex are significant for the formation of self-awareness.

DOI: 10.25136/2409-8701.2023.3.38268

Abstract: The subject of the study is the anxiety-depressive symptoms of women in the postpartum period. The aim of the study is to identify the interrelationships of anxiety-depressive symptoms of women in the postpartum period and the type of their attitude to pregnancy. The author identified differences in anxiety-depressive symptoms of women with different types of residence and the use of maternity care. The results on the relationship of anxiety and depression with the type of attitude to pregnancy of women in the postpartum period were obtained. Research methodology: typology of the psychological component of the gestational dominant I.V. Dobryakova. Empirical basis of the study: the study was conducted on the basis of the Altai Regional Clinical Center for Maternal and Child Health with women in the early postpartum period.The existence of interrelations between the appearance of anxiety-depressive symptoms of women in the postpartum period and the type of attitude to pregnancy is theoretically substantiated and empirically proven. Qualitative characteristics of differences in the type of attitude to pregnancy of women with different types of residence and the use of maternity care are determined. The main conclusions of the study are : Anxious symptoms in the postpartum period are more typical for women from rural areas; Women who have undergone natural childbirth are more likely to experience depression and anxiety in the postpartum period; Rural women are more characterized by a hypogestognosic type of attitude to pregnancy, urban women - a depressive type of attitude to pregnancy; Anxious and depressive types of attitude to pregnancy associated with fears, expressed fears, tearfulness are risk factors for the development of anxiety-depressive symptoms in women in the postpartum period.

DOI: 10.7256/2454-0676.2021.1.26121

Abstract: The article provides the results of research of correlation between subjectivity and self-actualization of senior and junior students. The formation of subjectivity implies changes in the value-semantic attitude of the student towards self, further development, and university education. Subjectivity plays an important role in the formation and self-actualization of an individual, as well as in the development of personal potential. The article presents the results of longitudinal research of subjectivity of the students. The object of this study is the subjectivity of an individual. The subject is the process of socio-psychological adaptation of students at different stages of studying in the higher education institution. The goal consists in tracing the dynamics of the development of subjectivity of personality of the students in the context of their socio-psychological adaptation in the process of studying in the higher education institutions. Research methodology employs cultural and historical approach of L. S. Vygotsky; scientific school of subjective approach in psychology of S. L. Rubinstein, A.V. Brushlinsky and K. A. Abulkhanova-Slavskaya, and theory of subjectivity of M. V. Isakov. The novelty lies in demonstrating the dynamics of the development of subjectivity of students during studying in the university. In conclusion, the author proves the positive dynamics of development of subjectivity of the students; notes that the senior students are characterized by the higher indicator of general subjectivity and greater reflection, responsibility, organizational skills, and loyalty to their own decisions, while the junior students demonstrate more creativity compared to the senior students.