The essence of students’ vitality in the context of its reflexive determination

Abstract

Aim: Theoretical analysis of the problem of the individual’s vitality in the context of its reflective determination, an empirical study of the formation of its components, and the proof of correlations with various types of reflection. Materials and Methods: The following psychodiagnostic methods were used in the empirical study: “Methodology of vitality diagnosis” by S. Maddi in an adaptation by D. Leontiev; test for determining the reflection of interpersonal interaction T. Pushkar in the modification of N. Senchyna; the method of research of reflexivity of thinking (T. Pashukova, A. Dopira, G. Dyakonov); the technique “Determining the level of reflection” (O. Anisimov); method “Determining the level of reflexivity” (A. Karpov, V. Ponomaryova). Results: It was established that the majority of students in both the first and fourth years have an average and low level of vitality. Vitality is directly connected to intellectual, personal, and situational reflection on a temporal basis; that is, the specified types of reflection are the leading determinants of vitality, which is statistically proven. Conclusions: The study showed the high importance of resilience for the full functioning of student youth in modern complex life conditions and its determination by the level of development of various types of reflection.