Psychological factors in the self-development of gifted students facing difficult life situations
DOI:
https://doi.org/10.28925/2311-2409.2026.4513Keywords:
assertive interaction, gifted students, professional self-efficacy, psychological well-being, difficult life situationAbstract
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.
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References
ДЖЕРЕЛА
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Muzyka, О. L., Muzyka, О. О., & Osnadchuk, Y. О. (2022). Development of eplatform for psychological online testing of gifted senior pupils and students. Information Technologies and Learning Tools, 89 (3), 162-177. https://doi.org/10.33407/itlt.v89i3.4700
Ogurlu, U., & Özbey, A. (2022). Personality differences in gifted versus non-gifted individuals: A three-level meta-analysis. High Ability Studies, 33(2), 227–251. https://doi.org/10.1080/13598139.2021.1985438
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57:1069-1081.
Shvay, R., Petrovska, I., Kushka, B., Sydorovych, O., & Mys’kiv, I. (2025). The relationship between teachers’ psychological well-being, coping strategies and intolerance of uncertainty: a comparative study in poland and ukraine. European Journal of Educational Research, 14(3), 1031-1045. https://doi.org/10.12973/eu-jer.14.3.1031
