- Креденцер, О.В. (orcid.org/0000-0003-4119-190X), Титаренко, Тетяна Михайлівна (orcid.org/0000-0001-8522-0894), Кулаєва, Тетяна Валеріївна (orcid.org/0000-0003-0298-1060), Ларіна, Тетяна Олексіївна (orcid.org/0000-0001-8975-3348), Лазоренко, Борис Петрович (orcid.org/0000-0002-2113-0424), Савченко, Аглая Іванівна (orcid.org/0009-0006-3978-0982), Савінов, Володимир Вікторович (orcid.org/0000-0001-5830-2333) and Гундертайло, Юлія Данилівна (orcid.org/0000-0001-6959-663X) (2026) Model of students’ psychological readiness to counteract environmental and epidemic threats: conceptual approaches and empirical verification Вчені записки Університету «КРОК», 1 (81). pp. 379-393. ISSN 2307-6968
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Abstract
The article substantiates the relevance of studying students’ psychological readiness to counteract environmental and epidemic threats, which is обусловлена the growing scale, complexity, and impact of such threats on individual life in conditions of social instability and global challenges. The need for a comprehensive analysis of psychological mechanisms, resources, and factors that ensure effective adaptation and proactive behavior of young people in risk situations is emphasized. The aim of the study is to develop a theoretical model of students’ psychological readiness to counteract environmental and epidemic threats and to empirically verify it. A комплекс of psychodiagnostic tools was used to assess motivational, cognitive, emotional, dispositional, and operational components of readiness. The empirical study was conducted on a sample of students (n = 502) using descriptive statistics and exploratory factor analysis. The results of the study led to the development of a structural model of psychological readiness consisting of five interrelated components. The empirical verification revealed a five-factor structure, including ecological motivation, anxiety and post-traumatic cognitions, positive thinking and resource-oriented lifestyle, psychological well-being and proactivity, as well as worldview flexibility. It was found that meaning in life, positive thinking, and altruistic ecological motives play a key role in ensuring readiness. At the same time, a partial inconsistency between the theoretical and empirical models was identified, particularly the absence of the operational component as an independent factor. The practical significance of the findings lies in their applicability for designing educational and psychological programs aimed at enhancing students’ readiness to act under environmental and epidemic threats. Future research include operational components, development of intervention models, and investigation of the dynamics of psychological readiness in prolonged crisis conditions.
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