Psychological factors in the self-development of gifted students facing difficult life situations

- Музика, О. Л. (orcid.org/0000-0001-9808-6727) and Музика, О.О. (orcid.org/0000-0002-3062-1989) (2026) Psychological factors in the self-development of gifted students facing difficult life situations Педагогічна освіта: Теорія і практика. Психологія. Педагогіка, 1 (45). pp. 101-107. ISSN 2311-2409

Text Музика О.Л., Музика О.О. Стаття_2026.pdf Download (2MB)

Abstract

The difficult life situation caused by the Russo-Ukrainian war hinders self-development processes among college students. The purpose of this article is to identify the characteristics of the interrelationships among psychological factors that contribute to the self-development of gifted students. The study involved gifted students majoring in the arts (experimental group, n=41) and students in the control group (n=67). The study utilized the Psychological Well-Being Scale (С. Ryff, 1989), the Profile of Students’ Professional Self-Efficacy (O.O. Muzyka, 2020), and the Profile of Value Interaction of a Gifted Individual (O.L. Muzyka, 2025). Based on the results of factor analysis of the empirical data, a model of self-development of a gifted individual in a complex life situation was obtained, combining three main factors: psychological well-being, professional self-efficacy, and value interaction. It was found that gifted students have lower psychological well-being scores than students in the control group. Correlational relationships were identified between indicators of psychological well-being and professional self-efficacy, which allow the latter to be considered a factor contributing to the maintenance of a focus on self-development among gifted students in complex life situations. It was established that an aggressive style predominates in the value-based interaction of gifted students with their social environment, which deepens value-based confrontation and may lead to the involution of giftedness. Correlations have been identified between appreciation and such indicators of psychological well-being and professional self-efficacy as autonomy, self-education and self-development, reflection, and personal standards. The results of the study can serve as the basis for programs to develop assertive interaction, which prevents value conflicts and promotes the self-development of gifted students in difficult situations.

Item Type:	Article
Keywords:	assertive interaction; gifted individual; professional self-efficacy; psychological well-being; difficult life situation
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 > 303 Methods of the social sciences Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.5 Виховання та освіта обдарованих дітей, вундеркіндів. Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Psychology after N.Kostiuk > Department of psychology of giftedness
Depositing User:	Лабораторія психології обдарованості Інститут психології імені Г.С. Костюка
Date Deposited:	18 Sep 2026 12:47
Last Modified:	18 Sep 2026 12:47
URI:	https://lib.iitta.gov.ua/id/eprint/750325

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