INDIVIDUAL PSYCHOLOGICAL FEATURES AND PSYCHOLOGICAL POTENTIAL OF PSYCHOLOGY STUDENTS WITH A DIFFERENT ACCENTUATION TYPE OF PERSONALITY TRAITS

Abstract

The article analyses study findings of individual psychological factors affecting the psychological capacity of Gen Z psychology students. Taking into account war distresses in Ukraine, it is relevant to examine psychological capacity as a human ability to convert destructive experience into adaptive behavior patterns by relying on traditional and individual opportunities and values. Thus, the primary research goal is to clarify the influence of differential characteristics of personality (a type of nervous system, accentuation of personality traits, thinking type, and individual personal traits) on the capacity of the youth. It is presented the findings of exploratory factor analysis of studied factors of individual psychological capacity. Empirical generalization of variables involved in the study was carried out using principal component analysis and minimizing the number of variables by maximizing the variance of loadings in factors, the number of which was determined using Kaiser’s criterion. It has been identified five factors of influence of differential personal characteristics on one’s potential, which covers 52% of the variance; they characterize the positive correlation between psychological capacity and the social orientation of the individual, their self-sufficiency and conscious ownership of own resources; and negative – between a syncretic type of thinking and a low level of conscious regulation of emotionality. A comparative analysis of student groups with different levels of the general indicator of psychological potential was conducted, and predicates that have both a positive and a negative impact on it were clarified. A high level of personal sensitivity, a weak type of nervous system, the development level of verbal-logical and creative types of thinking and a tendency towards a hyperthymic type of temperament accentuation contribute to the increase in the psychological capacity of students. The latter can contribute to an inflated self-assessment of their resource capabilities by psychology students, which actualizes psychological support during the primary professionalization of psychology students, the development of adequate self-esteem, and self-regulation skills.