The Development of the Psychologist’s Personal Resourcefulness as a Factor of Self-Regulation

- Степаненко, Н.П. (orcid.org/0000-0002-9421-6827) (2026) The Development of the Psychologist’s Personal Resourcefulness as a Factor of Self-Regulation Doctoral thesis, ДЗВО «Університет менеджменту освіти».

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Abstract

Stepanenko, N. P. The Development of the Psychologist’s Personal Resourcefulness as a Factor of Self-Regulation. – Qualifying scientific work, a manuscript. Doctoral dissertation for a scientific degree of a Doctor of Philosophy on a specialty 053 Psychology (05 – Social and Behavioural Sciences). State Institution of Higher Education “University of Education Management” National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2026. Annotation content The dissertation is devoted to the problem of the development of the psychologist’s personal resourcefulness as a factor of self-regulation. The author explores psychologist s' self-regulation at different stages of their life and professional activities, as well as the development of the psychologists' personal resourcefulness as their self-regulation factor. The aim of the research was to theoretically substantiate and empirically study the development of the psychologist’s personal resourcefulness as a factor of self-regulation., to develop and test the training program “Psychologist in Resource: Personal Resourcefulness as the Basis of Self-Regulation”. In accordance with the aim of the dissertation «Development of the Psychologist's Personal Resourcefulness as Their Self-Regulation Factor», the following research tasks were completed: 1. Based on the scientific and theoretical analysis of the relevant literature, approaches to understanding the psychologist's self-regulation and personal resourcefulness were systematized, the content, structural components, functions and types of these phenomena were determined. 2. The theoretical model of the development of the psychologist’s personal resourcefulness as a factor of self-regulation was substantiated. 3. The features of the development of the psychologist’s personal resourcefulness as a factor of self-regulation were empirically investigated. 4. The training program “Psychologist in Resource: Personal Resourcefulness as the Basis of Self-Regulation” was developed and tested, and methodological recommendations for its implementation were formulated. The research was carried out at the State Educational Institution “University of Education Management”, Poltava V.G. Korolenko National Pedagogical University, Bohdan Khmelnytsky Melitopol State Pedagogical University, and the public organization “Genofond of the Nation” (Kyiv). The research sample included 294 psychologists, of which 244 took part in the diagnostic procedure and 50 in the experimental training. In order to solve the research tasks, the following general scientific theoretical, experimental and statistical research methods were used: − the scientific approaches to understanding self-regulation (psychodynamic, social-cognitive, humanistic, eco-facilitative, deed-based) and personal resourcefulness (systemic-genetic, social-cognitive, humanistic-existential, awareness approach, positive psychology, eco-facilitative were theoretically analyzed and systematized; the evolution of both constructs was determined: self-regulation - from cybernetic-technical understanding to an integrative phenomenon, resourcefulness – from a stress-coping means to a systemic characteristic of the personality; the psychologist's self-regulation was defined as a systematically organized process of initiating, building and maintaining voluntary activity aimed at achieving their goals in situations of uncertainty and stress; personal resourcefulness – as a dynamic system of personal properties, which is a self-regulation factor in stable and transitional situations in accordance with the meanings and values of the individual; the model of the psychologists' personal resourcefulness as their self-regulation factor, which integrates the four-component structure of personal resourcefulness and the two-component structure of self-regulation, functions and types was theoretically substantiated; − the Personal Self-Regulation Strategies Self-Assessment Questionnaire (PSSSQ) and the Psychologists' Subjective Needs in Self-Regulation and Personal Resourcefulness Development Questionnaire were developed and validated with satisfactory internal consistency (α = 0.881); − the following findings were empirically obtained: the average levels of development in all indicators of self-regulation (68,9%–92,6%) and resourcefulness (67,6%–87,3%) in the sample of counselors (N = 244); a two-component structure of self-regulation (69,76% of the variance, internal-regulatory and social-regulatory components) and a four-component structure of resourcefulness (67,01% of the variance, constructive self-perception resource, existential-semantic, receptive and navigational resources); four types of self-regulation (deficit – 12,3%, diffuse –28,7%, partial – 28,3%, resource – 30,7%) and four types of resourcefulness (receptive-deficit – 20,5%, existential-deficit – 18,4%, navigation-dominant – 21,7%, integrated-resource – 39,3%); unbalanced profiles of personal resourcefulness (60,7%) and self-regulation (69,3%) in psychologists; differentiated nature of the relationships: each resourcefulness component was specifically related to the intra-regulatory component of self-regulation (r from – 0,214 to 0,521, p < 0,01), while the social-regulatory component had only the negative significant relationship with existential-meaningful resource (r = –0,217); relationships (χ² = 48,587; p < 0,001) between types of personal resourcefulness and types of self-regulation – receptive-deficient resourcefulness tended to deficient self-regulation (42,2%), navigation-dominant – to partial (40,0%), integrated-resource – to resource (50,0%), existential-deficient – to resource (35,8%) and partial (30,2%); correspondence between the psychologists' subjective assessments and the results of psychodiagnostics: 99,2% recognized the connection between resourcefulness and self-regulation, 89,7% were interested in participating in trainings; − during the experimental training, which was based on the ecological psychological facilitation and the awareness approach, the training program “Psychologist in Resource: Personal Resourcefulness as the Basis of Self-Regulation” was developed and tested (8 sessions, 26 academic hours); the experimental group (n = 25) showed a statistically significant positive dynamics for 15 out of 16 indicators (p < 0.05) covering all components of resourcefulness and self-regulation; in the control group (n = 25) no significant changes were observed; a simultaneous increase in the indicators of both phenomena was confirmed, which confirmed the relationships between them and verified the principle of environmental friendliness and interconnectedness of personal change. The developed methodological recommendations for the program outlined the guidelines for the program mediators, covered different aspects of working with psychologists, discussed nonlinear processes of group dynamics in an online format, the organization of intersessional space as a resource environment, as well as the indicators of changes at the group and program participant levels. It was confirmed that the integration of the eco-facilitative approach and the awareness approaches could ensure the systemic development of the psychologists' personal resourcefulness and positive changes in their self-regulation system. The obtained results are scientifically novel due to the following: – the author is the first: to develop and verify a theoretical model of psychologists' personal resourcefulness as their self-regulation factor, which integrates the four-component personal resourcefulness (67,09% of the variance) with the two-component self-regulation (69,76% of the variance); to determine the functions of resourcefulness and self-regulation, types and differentiated relationships between both phenomena; to develop the typologies of psychologists' personal resourcefulness and self-regulation; to establish a statistically significant correspondence between the types of personal resourcefulness and types of self-regulation (χ² = 48,587; p < 0,001), which revealed four patterns of typological relationships; to confirm the differentiated nature of the relationships between the components of the both phenomena; to develop the Personal Self-Regulation Strategies Self-Assessment Questionnaire (PSSSQ, 60,4% variance, α = 0,881); to prove the effectiveness of the program “Psychologist in a Resource: Personal Resourcefulness As the Basis of Self-Regulation” to develop psychologists' personal resourcefulness, which integrates the ecological psychological facilitation, the awareness approach and covers the development of four components of resourcefulness; - the deepened and expanded scientific ideas of: self-regulation as a systematically organized process of initiating, building and maintaining voluntary activities aimed at achieving personal goals in situations of uncertainty and stress; personal resourcefulness as a dynamic system of personal properties, which is a self-regulation factor in stable and transitional situations in accordance with personal meanings and values; – the developed principles of ecological psychological facilitation in the context of psychologists' resourcefulness and self-regulation development; typological diagnosis of psychologists; the transformational potential of the interaction of personal resourcefulness and self-regulation, where typologies indicate the range of states of an open dynamic system with the possibility of transitions between types as forms of personal change; − new means of psychological research: the author's Personal Self-Regulation Strategies Self-Assessment Questionnaire (PSSSQ) and the Psychologists' Subjective Needs in Self-Regulation and Personal Resourcefulness Development Questionnaire. The practical significance of the findings is due to the fact that they create a scientific and methodological basis for the development of psychologists' personal resourcefulness as their self-regulation factor. The training program “Psychologist in a Resource: Personal Resourcefulness as the Basis of Self-Regulation” can be used by the higher education psychological services, social services and in private practice. The proven effectiveness of the integration of ecological psychological facilitation and the mindfulness approach justifies the introduction of these methods into the system of psychologists' training and advanced training. The typologies of personal resourcefulness and self-regulation provide personalized support in line with the profile of the clients. The Personal Self-Regulation Strategies Self-Assessment Questionnaire (PSSSQ) and the Psychologists' Subjective Needs in Self-Regulation and Personal Resourcefulness Development Questionnaire can be used by psychologists, counselors and psychological services and researchers. The theoretical provisions and empirical results of the study expand the content of the academic disciplines “Personality Psychology”, “Psychology of Professional Development”, “Psychology of Self-Regulation”, “Environmental Psychology”, “Psychological Help and Psychotherapy” and create a basis for the development of specialized courses on psychologists personal and professional development. The research results can be used in advanced training programs for helping professionals, in particular, for mental health, personal and professional development in wartime and post-war reconstruction of Ukraine. Prospects for further research are associated with the dynamics of the relationship between personal resourcefulness and self-regulation at different stages of psychologists' professional development; validation of the developed typologies in different professional groups; creation of differentiated training programs based on typological profiles of resourcefulness and their effectiveness in various implementation formats.

Item Type:	Thesis (Doctoral)
Keywords:	adjustment; well-being (psychological, professional); burnout (emotional, professional); martial law; eco-facilitative approach; psychological health (mental, professional); coping (resources, strategies); crisis situation; life crisis; mindfulness; uncertainty; instability; optimism; personal resourcefulness; resources (personal, social); personality; professionally important qualities; psychologists; state (emotional, psychological, crisis); psychological support; resilience; self-efficacy; self-control; self-organization; self-regulation (emotional); meaning; stress; stress resistance; tolerance to uncertainty; intolerance to uncertainty; awareness
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 314/316 Society
Divisions:	State institution of higher education «University of educational management» > Educational and scientific institute of management and psychology > Educational and scientific institute of management and psychology
Depositing User:	К.іст.н. Алла Анатоліївна Вініченко
Date Deposited:	14 Sep 2026 08:48
Last Modified:	14 Sep 2026 08:48
URI:	https://lib.iitta.gov.ua/id/eprint/750286

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