- Оржешко, Дмитро (orcid.org/0009-0004-0371-5156) (2026) The psychological characteristics of military self-perception among the cadets of Ukrainian military institutions Doctoral thesis, Інститут психології імені Г.С. Костюка.
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Abstract
Orzheshko D.V. The psychological characteristics of military self-perception among the cadets of Ukrainian military institutions. – Qualification scientific work in the form of manuscript. Dissertation for the degree of Doctor of Philosophy in the specialty 053 Psychology. G.S. Kostyuk Institute of Psychology NAPS of Ukraine, Kyiv, 2026. A multi-vector theoretical and methodological justification and empirical study of military self-acceptance – the integral formation of self-awareness of military institutions of Ukraine cadets have been carried out in the dissertation. The content and functional structure of military self-acceptance, the system of determinants that determine its development, institutional differences and the dynamics of formation in the conditions of study in various types of educational institutions (military academy, military institute, lyceum with enhanced military-physical training, civilian university) have been highlighted. The first chapter, “Theoretical and methodological foundations of the study of self-acceptance of the individual,” states that self-acceptance is interpreted as one of the basic components of a person’s self-awareness, which combines an emotional and value-based attitude towards oneself with the results of self-knowledge, introspection, self-perception, self-evaluation, self-affirmation, etc.It has beenascertained that positive self-acceptance ensures personal subjectivity, and also stimulates internal integrity, psychological harmony, and the ability for affective-intellectual self-regulation and self-realization. The negative acceptance (self-non-acceptance) significantly increases the risks of deviant and destructive personality manifestations and can be a marker of various maladaptive syndromes. It has been noted that a positive attitude towards oneself arises as a result of conscious identification with systems of values and priorities, is realized in communication and activity, and is formed through constructive communicative and perceptive interaction with the assessments of reference persons and significant others. The positive self-acceptance is determined by a number of different sociocultural factors and helps harmonize the personal self with the micro and macro social environment. It has been established that military self-acceptance is interpreted as an emotionally evaluative, cognitive and behavioral component of self-awareness, which reflects a positive attitude towards oneself as a subject of military training and professional military activity. The essential content of its content-functional architectonics includes the acceptance of one's physicality/appearance through the prism of a “man in a military uniform”; the acceptance of characterological qualities in the projection of military status-role priorities; the acceptance of prosocial behavior in the system of valued and cultivated military traditions and norms; accepting oneself in the broad and rather specific context of military service, including discipline, oath, official duties, combat training, etc. It has been ascertained that military self-acceptance correlates with self-esteem, self-respect, self-image, self-concept, and other components of personal the Self, confirming the systematicity and integrity of the self-awareness of a military person. It has been emphasized that the educational psycho-space of a military institution is one of the leading factors that forms military self-acceptance in cadets, as it contributes to the formation of self-regulation, self-esteem, self-affirmation, self-efficacy, and leadership (commander) traits and potentials. This actively shapes military identity, which significantly improves the integration of military values, norms, and traditions into the structure of the Self. Quality and multi-vector identification with a military specialty allows one to gain significant educational and professional experience that will be useful in one’s future career growth as an officer, as well as in one’s military self-affirmation and self-realization. In today's complex conditions and challenges, the development of cadets' military self-acceptance is determined both by the general context (primarily the ongoing Russian-Ukrainian war and the associated risks and dangers) and the micro-context (the dominance of the strict and clear disciplinary daily routine, statutory requirements, subordination of ranks and positions, etc.).Thus, positive military self-acceptance usually has a beneficial effect on high-quality and effective socio-psychological adaptation, supports personal confidence and determination, initiative, stress resistance, and other positive traits and behavioral tendencies. It has been ascertained those disorders of self-identification and self-acceptance in people who have chosen military training/activity as their profession should be subject to timely prevention and correction. In the second section, “Organizational principles of empirical study of military self-acceptance of cadets,” a program of empirical study of the psychological characteristics of military self-acceptance among military institutions cadets has been substantiated; modern theoretical and methodological foundations, first of all, the fundamental postulates of personality psychology, the domestic genetic-psychological concept of development (human psychogenesis as overcoming need, amplification as self-reinforcement, self-development as achieving self-movement, self-determination, etc.) (according to S. Maksymenko) have been applied. A phased approach to conducting empirical research has been introduced: theoretical (hypothetical and deductive) and empirical (inductive) stages and a package of reliable, trustworthy, and valid psycho diagnostic tools have been used.A wide range of methods, including modern descriptive statistics, factor, variance, and correlation analysis have been applied. During the empirical study, the ethical norms of the psychologist’s work with the cadets under study, lyceum students, and students, as well as all security requirements due to wartime (classes in shelters and mixed face-to-face and distance forms of obtaining military professional education, forced dispersal of personnel, etc.) have been taken into account. The sample was heterogeneous and representative, and the comparative analysis at the sub-sample level has been based on the following differentials: “mixed-type military educational institution” – the performance of cadets at a military academy/military institute is compared with the indicators of students at a regional lyceum with enhanced military physical training; “mixed-type educational institution” – indicators of cadets at military educational institutions (military academy, military institute) compared with indicators of the civilian university students. In the third section, “Empirical study of the psychological characteristics of military self-acceptance in cadets of military institutions of Ukraine,” a detailed empirical study of the specifics of military self-acceptance of the military academy cadets, military institute, lyceum students with enhanced military-physical training, and students of the national university has been carried out. Factor profile of military academy/military institute cadets: The first factor (F1) “self-affirmative-affective self-esteem” (26.3% of the total variance) included the following indicators:“high level of self-esteem” (0.910), “confidence − self-confidence – narcissism” (0.872), “emotional extrovert” (0.736), and with the sign “−” submissiveness − timidity − passive humility” (−0.649) and “intuitive introvert” (-0.612). The second factor (F2) conventionally called “military-identification self-affirmation” (23.8% of the total variance) included the following indicators:“attitude scale towards doing things” (0.724), “military” (objective category as attributing oneself to a certain group)” (0.705), “achieving identity” (0.612) and with the sign “−”“low level of self-esteem” (− 0.685). The third factor (F3), conditionally called “autonomous-bodily self-acceptance” (19.3% of the total variance), included the following indicators: “independence” (0.809), “scale of acceptance of one's appearance” (0.643), “young man” (0.601) and with the sign “−” “imitation” (-0.728). The fourth factor (F4) under the conditional name “communicatively limited identity” (14.3% of the total variance) included the following indicators: “unsociability” (0.760) and with the sign “–” “thinking introvert” (- 0.598) and also with the sign “−” “diffusion” (− 0.571). Factor profile of lyceum students with enhanced military-physical training: The first factor (F1) “physical-military self-affirmation” (25.4% of the total variance) was filled by the following indicators: “scale of acceptance of one's appearance” (0.898), “military-lyceum student” (objective category as an attribution of oneself to a certain group)” (0.783), “skepticism − stubbornness −negativism” (0.714) and with the sign “−” “selflessness − sensitivity – sacrifice” (–0.702). The second factor (F2) “communicative-imitative self-acceptance” (21.7% of the total variance) has been filled by the following indicators: “sociability” (0.904), “average level of self-esteem” (0.700), “emotional extrovert” (0.682), “imitation”(0.663). The third factor (F3) “dominant-bodily self-acceptance” (18.3% of the total variance) has been filled with the following indicators: “athletic” (0.865), “leadership – authority – despotism” (0.729) and with the sign “−” “thinking extrovert” (–0.742). The fourth factor (F4) “normative-national identification” (17.2% of the total variance) has been filled by the following indicators: “Ukrainian” (objective category as attribution of oneself to a certain group) (0.574) and with the sign “–” “compliance – timidity – passive obedience” (–0.833), “moratorium” (–0.565). Factor profile of university students: The first factor (F1) “national-extroverted identification” (26.8% of the total variance) has been filled by the following indicators: “Ukrainian” (objective category as attribution of oneself to a certain group)” (0.903), “thinking extrovert” (0.884), “average level of self-esteem” (0.762) and with the sign “−” “kindness − dependence – conformity” (–0.679). The second factor (F2) “rational-academic identification” (24.1% of the total variance) has included the following indicators: “attitude scale towards doing things” (0.724), “student” (objective category as relating oneself to a certain group)” (0.708) and with the sign “−” “intuitive extrovert” (–0.616). The third factor (F3)“personal-autonomous identity” (18.7% of the total variance) has been filled with the following indicators: “independence” (0.764), “leadership – authority – despotism” (0.696) and with the sign “–” “diffusion” (– 0.650). The fourth factor (F4) “rational-assertive self-affirmation” (17.8% of the total variance) has been filled by the following indicators: “smart” (0.623), “acceptance of struggle” (0.601) and with the sign “–” “selflessness − sensitivity – sacrifice” (–0.583) and “compliance − timidity − passive obedience” (–0.555). The general factor profile of cadets is characterized by a significantly higher level of integration, independence, autonomy, and maturity of the Self as well as the predominance of internal resources of self-esteem and achieved identity. Instead, the general factor profile of high school students is characterized by a compensatory and socially dependent nature and a noticeable emphasis on the acceptance of one's appearance, physicality, as well as the identity status of “imitation”, that is, the acquisition of identity through external normative guidelines. The key dynamics have been ascertained: from externally determined role and physical self-affirmation among high school students with enhanced military and physical training to internally integrated personal and professional military self-acceptance and identity in cadets of military academies/military institutes. The general factor profile of cadets is characterized by the dominance of affective-emotional and volitional self-affirmation, professional-military integrated identity, and a fairly structured acceptance of one's Self and self-awareness. Instead, the general factor profile of students is characterized by a cognitive and socio-value orientation of identification, a university type of self-determination, and rational-assertive ways of self-affirmation. The main trend has been established: the military-educational atmosphere of the military institute/military academy, the educational and combat training of cadets accelerate the integration of their military self-acceptance and identity, while the university educational space cultivates the reflectivity and variability of students’ personal self-acceptance. The “Training for Optimizing Military Self-Acceptance of Cadets” programhas been built as a close combination of voluntariness, partnership, goodwill, equality, and creativity of the T-group participants. One of the basic tasks of the training was to cultivate, first of all, the skills of communicative-perceptive interaction, since the significance of optimizing communication was empirically established among the studied cadets (for example, F4 “communicatively limited identity”).The training sessions were aimed at deepening the experience and practices of personal self-awareness, self-assessment, self-affirmation, self-acceptance, etc. The theoretical component of the training program, in particular the developed special course “Military Self-Acceptance – Honor, Respect and Career”, which consisted of a series of lecture-practical classes, consisted of a general informative and educational familiarization of participants with the specifics of the genesis of human self-consciousness and its basic constructs such as self-esteem, self-identification, self-acceptance, accepting oneself, the Self-image, the Self-concept, self-affirmation, self-realization, interpersonal communication, etc. The practical component has been implemented as an active and systematic application of training sessions and exercises with the aim of optimizing the participants’ interpersonal communication and versatile and holistic military self-acceptance. The training aims to stimulate confident self-presentation, identification, adaptation, and other skills and competencies in T-group participants, which contributes to the development of their military self-acceptance. The training was focused on deepening the development of acceptance of military physicality, increasing stress resistance, and overall positive self-acceptance under the difficult conditions of wartime. The scientific novelty of the dissertation research lies in the fact that: - for the first time, a holistic study and conceptualization of military self-acceptance has been carried out, which is interpreted as an emotional-evaluative, cognitive and behavioral component of self-awareness, which are manifested in the positive attitude of a person who has chosen military activity as his profession (or the process of studying and preparing for it), towards himself and accepting himself at the level of a conscious and learned military subjectivity. - the features of the psycho structure of military self-acceptance of cadets, which can be generally represented as acceptance of one's own have been clarified: appearance (acceptance of oneself, one's own physicality in military utilitarian-material dimensions as a “man in uniform”); character (acceptance of one's character traits primarily as a military person);social behavior (self-acceptance in terms of prosocial behavior of the military);attitude towards performing tasks (acceptance of oneself in the context of a conscious attitude towards the performance of military duty, oath, charter, official military functions, etc.). Scientific ideas about the psychological and pedagogical content and functional potentials of various types of military institutions (military academy, military institute, lyceum with enhanced military physical training, which significantly accelerate the development of military self-acceptance, transferring it from the bodily-role level inherent in high school students to the level of autonomous, internally mature, affectively volitional self-acceptance and self-affirmation inherent in cadets have been deepened. The theoretical significance of the dissertation research lies in the fact that the phenomenology of personal self-acceptance as a component of self-awareness is considered in the broad context of military psychology, in particular, the content and functional essence of military self-acceptance of cadets of military institutions of Ukraine has been established; in the development of the basic provisions of the approved and implemented program “Training for the Optimization of Military Self-Acceptance of the Personality”. The practical significance of the dissertation research lies in the fact that the obtained results and conclusions, as well as the developed training program for optimizing the military self-acceptance of the individual, can be used for psycho diagnostic and psycho correctional work of military psychologists and teachers with cadets. They can be acculturated into the practice of psychological support for the professional development of cadets, in particular into the program of their commander's combat training, primarily from the perspective of cultivating leadership, stress resistance, etc. The results of the dissertation research can be used for teaching the educational components “Military Psychology”, “Social Psychology”, “Personality Psychology”, “Political Psychology”.
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