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Journal articles on the topic 'Psychological'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Cushman, Philip. "Psychologic or Psychological Esperanto?" Psychological Inquiry 2, no. 4 (October 1991): 339–42. http://dx.doi.org/10.1207/s15327965pli0204_2.

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2

NECULA, Marian, and Răzvan IRIMIA. "PSYCHOLOGICAL OPERATIONS." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 733–38. http://dx.doi.org/10.19062/2247-3173.2016.18.2.35.

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3

PASICHNICHENKO, A., and N. KOVALEVSKA. "PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR PRESERVING PRESCHOOLERS’ PSYCHOLOGICAL HEALTH." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 31 (August 7, 2023): 182–86. http://dx.doi.org/10.33989/2075-146x.2023.31.283400.

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The article substantiates the relevance of preserving children’s psychological health issues. Approaches to defining the category “mental health” and “psychological health” and differences in their interpretations are analyzed. It is noted that psychological health is a condition for children’s adaptation and socialization. It provides the opportunity for continuous full-fledged development; it is a resource that helps to overcome stressful situations with the least possible damage to physical health. It is indicated that the main factors affecting the child’s psychological health are psychological (the child’s individual and psychological characteristics) and social (family, peers, teachers, and mass media). The article defines the favorable psychological and pedagogical conditions for preserving a child’s psychological health. The importance of taking into account children’s individual and age characteristics is emphasized. It is noted that one of the conditions for the formation of a psychologically healthy child is the social environment. For a preschooler, the major social institution that provides the necessary conditions for preserving and maintaining his mental health is the family. In this regard, emphasis is placed on the need to create a favorable psychological climate in the family and disharmony prevention and overcoming in child-parent relations. It is indicated that an essential condition for preserving children’s psychological health is to increase the level of psychological enlightenment of both parents and teachers. Examples of various online tools and resource usage are provided. They can contribute to solving problematic issues easily, quickly, and without time limits and are one of the effective ways in this direction in modern conditions. A number of children’s abilities and skills, which are necessary for maintaining and preserving psychological health, have been determined. It is noted that technologies for ensuring psychological well-being are effective in the course of psychologically healthy child formation, in particular, such as psycho gymnastics, relaxation, and art therapy.
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4

Owens, Joseph, and Arthur Collins. "Psychological Externalism and Psychological Explanation." Philosophy and Phenomenological Research 54, no. 4 (December 1994): 921. http://dx.doi.org/10.2307/2108426.

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5

Sanduleac, Sergiu. "Psychological security versus psychological safety." Moldoscopie, no. 2(97) (February 2023): 100–106. http://dx.doi.org/10.52388/1812-2566.2022.2(97).09.

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The concept of psychological security versus psychological insecurity derives from a complex system of interaction conditioned by several factors. On a situational level, we can approach psychological safety, which is a state that the subject is aware of, compared to psychological safety, which represents an unconscious complex construct, a feeling, which includes several structural elements that make it up, such as personal and emotional safety, which represents exactly as psychological security a deep feeling related to unsatisfied needs, but also their antipode the insecurity conditioned by the phenomenon of psychological insecurity as a current state. This article presents ideas about decision-making when safety versus psychological insecurity is activated, but which are deeply rooted in a deep sense of psychological security or insecurity.
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6

Topildieva, Dilrabo. "PSYCHOLOGICAL BASES OF INTERROGATION: ESTABLISHING PSYCHOLOGICAL CONTACT WITH THE INTERROGATED." American Journal of Political Science Law and Criminology 5, no. 8 (August 1, 2023): 115–20. http://dx.doi.org/10.37547/tajpslc/volume05issue08-20.

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In the article the author considers the psychological basis of interrogation as one of the important aspects of the investigative action of interrogation. And also about the establishment of psychological contact with the interrogated to obtain more detailed information. In practice, if between the investigator and the interrogated contact was not established, the achievement of a positive result is not possible. The information field of interaction between the investigator and the questioned without establishing contact significantly reduces the amount of information obtained. In this regard, the establishment of psychological contact affects the quality of the interrogation as a whole.
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7

Parzuchowski, Michal, and Marcin Bukowski. "New perspectives for Social Psychological Bulletin (Psychologia Społeczna)." Social Psychological Bulletin 13, no. 1 (April 11, 2018): e25506. http://dx.doi.org/10.5964/spb.v13i1.25506.

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8

Haas, Leonard J. "Psychological Safety of a Multiple Channel Cochlear Implant Device." International Journal of Technology Assessment in Health Care 6, no. 3 (April 1990): 421–29. http://dx.doi.org/10.1017/s0266462300001021.

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AbstractFifty-three deaf patients were screened psychologically and medically for suitability to receive an intracochlear implant. After initial screening for psychological normalcy, candidates were assessed again 1 year postimplant. Isolated deleterious psychological effects were found, and certain aspects of psychological functioning were enhanced. Overall evidence suggests that the implant is not psychologically damaging.
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9

Fischer, Maximilian, Lars Nonnenmacher, Alexander Möller, André Hofer, Johannes Reichert, Georg Matziolis, Alexander Zimmerer, and Georgi Wassilew. "Psychological Factors as Risk Contributors for Poor Hip Function after Periacetabular Osteotomy." Journal of Clinical Medicine 12, no. 12 (June 12, 2023): 4008. http://dx.doi.org/10.3390/jcm12124008.

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Psychologic comorbidities have been identified as risk factors for poor outcomes in orthopedic procedures, but their influence on the outcome of hip-preserving periacetabular osteotomy (PAO) remains uncertain. This retrospective cohort study aimed to assess the impact of patients’ psychological health on the outcome of PAO in patients with hip dysplasia (HD) and acetabular retroversion (AR). The study included 110 patients undergoing PAO for HD or AR between 2019 and 2021. Standardized questionnaires were administered to assess psychological factors, postoperative hip function, and activity level (mean follow-up: 25 months). Linear regression analyses were used to examine the associations between psychological factors and postoperative hip function and activity level. Both HD and AR patients showed improved postoperative hip function and activity levels. Linear regression analyses revealed that depression significantly impaired postoperative outcomes in both groups, whereas somatization negatively influenced the outcome in AR patients. General health perceptions significantly contributed to an improved postoperative outcome. These findings highlight the importance of concomitantly addressing psychologically relevant factors in order to improve patient outcomes after PAO procedures. Future prospective studies should continue to investigate the impact of various psychological factors and explore possibilities of incorporating psychological support into routine postoperative care for these patient cohorts.
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10

Gutland, Christopher. "Psychological Consciousness of Non-Psychological Contents." European Psychologist 26, no. 2 (April 2021): 73–84. http://dx.doi.org/10.1027/1016-9040/a000426.

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Abstract. This article phenomenologically contrasts the experience of sensations and concepts as two forms of psychological awareness of non-psychological content. While the contents of sensations inform us about physical states and processes, concepts inform us about essences and essential structures. In conscious awareness, thus, the fields of physics, psychology, and logic become intertwined. This article uses phenomenology to distinguish between these different fields based on the way we experience them. While investigating the experiences of the related act types of sensing and thinking, parallels are discovered between sensing and thinking and between imagining and judging. The article concludes with a closer examination of the conscious awareness of essences.
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11

Manina, V. A. "PSYCHOLOGICAL COUNSELLING IN OVERCOMING PSYCHOLOGICAL BARRIERS." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 4, no. 4 (2016): 15–20. http://dx.doi.org/10.23888/humj2016415-20.

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12

Cervone, Daniel. "Aligning psychological assessment with psychological science." Behavioral and Brain Sciences 33, no. 2-3 (June 2010): 152–53. http://dx.doi.org/10.1017/s0140525x10000737.

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AbstractNetwork analysis is a promising step forward in efforts to align psychological assessment with explanatory theory in psychological science. The implications of Cramer et al.'s analysis are quite general. Networks analysis may illuminate functional relations not only among observable behaviors that comprise psychological disorders, but among cognitive and affective processes that causally contribute to everyday experience and action.
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13

Cayubit, Ryan Francis O., Nestlhyn B. Ligot, Jamie Therese T. Lim, Inah Karla R. Malaluan, Erika Mae U. Managbanag, and Gretchen Hazelle D. Quindoza. "Psychological Birth Order and Achievement Goal Orientation of High School Students engaged in Shadow Education." Makara Human Behavior Studies in Asia 25, no. 2 (December 30, 2021): 182–88. http://dx.doi.org/10.7454/hubs.asia.1250821.

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The focus of the current study is to examine the nature of the relationship of goal orientation with psychological birth order. Likewise, it also looked into the ability of psychological birth order to influence the endorsement of achievement goals (mastery-approach and avoidance; performance- approach and avoidance). A total of 220 high school students engaged in shadow education answered the White-Campbell Psychological Birth Order Inventory (PBOI) and the Achievement Goal Questionnaire (AGQ). Based on the regression analysis performed, only the pairing of psychological birth order and performance-approach is significant while those of psychological birth order, mastery-approach, mastery-avoidance, and performance-avoidance are not significant. Further analysis revealed that those who are psychologically firstborns tend to endorse the mastery-approach goal orientation while those who are psychologically youngest or lastborn endorses mastery-avoidance.
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14

Koval, Iryna. "Manifestations and intensity of psychological stress of the family members of incurable cancer patients." Psychosomatic Medicine and General Practice 1, no. 1 (December 22, 2016): 010114. http://dx.doi.org/10.26766/pmgp.v1i1.14.

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The study has looked into the manifestations and intensity of psychological stress experienced by family members of incurable cancer patients. Of the surveyed family members 60.7% demonstrated adjustment disorders, which psychologically were manifest in threshold distress level and high psychological and social stress levels, as well as psychological pathologic symptoms, such as anxiety and depression, obsessive-compulsive symptoms, interpersonal sensitivity and somatic health problems. The psychological responses of the family members were directly linked to the patient’s condition, whereby changes in the somatic and psychological condition of the patient acted as “triggers” of psychological responses of the family members.
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15

Millard, Michele, and John E. Barbuto Jr. "Psychological Net Worth: Testing the Impact of Psychological Capital and Psychological Debt." Academy of Management Proceedings 2012, no. 1 (July 2012): 17855. http://dx.doi.org/10.5465/ambpp.2012.17855abstract.

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16

Stolyarenko, A. M., N. V. Serdyuk, V. V. Vakhnina, and O. M. Boeva. "Psychological Aspects of Destructive Information-Psychological Influence." Psychology and Law 9, no. 4 (2019): 75–89. http://dx.doi.org/10.17759/psylaw.2019090406.

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The article exposes the identity of the destructive psychological influence on the personality and offers directions and methods of information-psychological counteraction. One of the areas of psychological practice is being studied - counteraction to informational psychological influence. The most effective methods and practices of counteracting negative information-psychological influence are highlighted. The specific features of counteracting the destructive information-psychological influence, the features of timely psychodiagnostics and the development of effective countermeasures are described. The relevance of the study of this area of psychological work is imposed by the need on the one hand in assessing the quality of psychological protection of employees of internal affairs bodies, and on the other, in searching and stimulating intraorganizational and intrapersonal psychological resources, which necessitates the development of theoretical, methodological and conceptual approaches to the implementation of approaches to protect personnel from negative psychological information influence. The authors consider the destructive informational and psychological influence as one of the most serious problems of modern society, which threatens the psychological safety of not only employees of the internal affairs bodies, but also citizens, entails significant losses, and has a strong psychological effect.
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17

Karhina, N. V., and V. N. Rubskyi. "PSYCHOLOGICAL SUPPORT OF PSYCHOLOGICAL WELL-BEING PERSONALITY." Theory and practice of modern psychology, no. 2 (2020): 28–32. http://dx.doi.org/10.32840/2663-6026.2020.2.4.

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18

Лаптев, А. А., С. Н. Сорокоумова, and О. А. Юдин. "Psychological Impact and Psychological Safety: Problem Formulation." Психолого-педагогический поиск, no. 4(60) (February 8, 2022): 144–56. http://dx.doi.org/10.37724/rsu.2021.60.4.013.

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В статье рассматриваются основные подходы к изучению психологического воздействия на личность и ее безопасности. Авторы анализируют различные точки зрения ученых на массовое сознание, виды и принципы психологического воздействия, в том числе информационно-психологического, на отдельного человека и на массы; методы и приемы влияния СМИ на сознание людей.Подробно раскрываются такие формы скрытого принуждения, как психологические манипуляции, дезинформация, агрессивная пропаганда, лоббирование, шантаж, технологии антикризисного управления, широко используемые в современных операциях информационной и психологической войны.Описываются методы манипуляции: информационная перегрузка, дозированная информация, большая ложь, смешение правды и лжи, затягивание во времени, возвратный удар, своевременная ложь.Обращается внимание на использование современными СМИ не только индивидуальных приемов, но и специальных манипуляционных технологий, к которым относятся дезинформация, лоббирование, пропаганда, шантаж, провокация, и раскрывается их суть.Дается толкование понятия «безопасность человека», описываются ее виды.Формулируется вывод о том, что важнейший вопрос информационно-психо­логической безопасности личности в настоящее время недостаточно проработан в связи с отсутствием научно-теоретической базы для аргументированного определения факторов информационно-психологического воздействия на человека и их критериев, единого подхода к определению степени информационно-психологической угрозы, а также отраслевой специфики проблемы. The article treats major approaches to the investigation of psychological impact on people and to the investigation of information and psychological security. The authors analyze various approaches to mass consciousness, to types and principles of psychological impact, including information-psychological impact on individuals and masses of people, to methods and forms of influencing people’s consciousness through mass media.The authors focus on such forms of latent compulsion as psychological manipulation, disinformation, aggressive propaganda, lobbying, blackmail, anticrisis management used in modern information psychological warfare.The article describes such methods of manipulation, as information overload, incomplete information, falsehood, half-truth, delay, counterstrike.The authors maintain that modern mass media use both individual manipulation tactics and special manipulation techniques, such as disinformation, lobbying, propaganda, blackmail, provocation, etc. The article defines the above-mentioned techniques and explains their essence.It focuses on the notion of information and psychological security and describes its types.The authors conclude that since factors and criteria pertaining to information and psychological impact are not clearly defined and since there is no classification of threats of information and psychological security violation,the issue of information and psychological security is highly relevant although still underinvestigated.
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19

Базылевич, Tatyana Bazylyevich, Дубинин, and A. Dubinin. "Identity’s Psychological Safety and Personality’s Psychological Protection." Socio-Humanitarian Research and Technology 2, no. 2 (July 10, 2013): 67–71. http://dx.doi.org/10.12737/632.

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In presented work the forms of personality’s psychological protection and type of complete identity are correlated. The allocated communications allow analyze structurally the compensatory relations in the typological factors mediating the internal conditions of subject interaction with the universe. The research materials are actual ones for creation of identity’s psychological safety.
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20

Volynets, Natalia. "Psychological Analysis of Experiencing Psychological Well-Being." Psychological Prospects Journal, no. 31 (2018): 22–44. http://dx.doi.org/10.29038/2227-1376-2018-31-22-44.

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21

Kaiser, Polly. "Psychological Therapies Workstream: Psychological approaches to trauma." FPOP Bulletin: Psychology of Older People 1, no. 143 (July 2018): 6–7. http://dx.doi.org/10.53841/bpsfpop.2018.1.143.6.

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22

Mukhammadjonova, Guzalkhan. "PSYCHOLOGICAL ANALYSIS FROM PORTRAIT." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 05 (May 31, 2021): 79–84. http://dx.doi.org/10.37547/philological-crjps-02-05-18.

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The article examines the issue of the portrait of a creative person and its role in psycho-psychological analysis on the basis of the interpretation in literature of the great thinker, sheikh, a great representative of mystical literature, the poet Ahmad Yassaviy. Methods of creating portraits and experiments in this area are interpreted on the form of comparative-analytical method. The combination of images of the hero and his biography highlights the creative human psyche. The monologues, in particular, highlight the artistic-aesthetic and artistic-conceptual role of monologue-memory and monologue-video in illuminating the heroic spiritual-psychological world.
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23

Nathwani, Prof Ashish, and C. Srinivas C.Srinivas. "Psychological issues in Marketing." International Journal of Scientific Research 1, no. 5 (June 1, 2012): 85–86. http://dx.doi.org/10.15373/22778179/oct2012/30.

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24

Ġbrahimoğlu, Davut. "Psychological Mobbing at Workplaces." International Academic Journal of Organizational Behavior and Human Resource Management 05, no. 01 (June 6, 2018): 95–103. http://dx.doi.org/10.9756/iajobhrm/v5i1/1810006.

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25

Duenas Becerra, Jesus. "Bullying: A Psychological Reflection." Psychology & Psychological Research International Journal 9, no. 3 (2024): 1. http://dx.doi.org/10.23880/pprij-16000426.

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In this article, based on audiovisual material shown on Cuban television, bullying is defined as a health problem that fundamentally affects school children at the primary and secondary levels of general education, and the fact is highlighted. that this situation that occurs in educational centers is not only «boy stuff», as some adults think, but a child and adolescent mental health «problem.
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26

Jaiswal, Shivangi, and Pankaj Joge. "A STUDY ON IMPACT OF PSYCHOLOGICAL EMPOWERMENT ON EMPLOYEE RETENTION IN TECHNICAL INSTITUTES OF DURG AND BHILAI." International Journal of Research -GRANTHAALAYAH 6, no. 1 (January 31, 2018): 470–79. http://dx.doi.org/10.29121/granthaalayah.v6.i1.2018.1656.

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Psychological empowerment is the oil that lubricates the exercise of learning. Talented and psychological empowered human capital is becoming the prime ingredient of organizational success. If an employee is psychologically empowered, that means that he feels free to express his ideas and thus the employees would perform better in the job. Psychological empowered human capital is becoming the prime ingredient of organizational success. A critical feature of successful teams, especially in knowledge-based enterprises, is that they are invested with a significant degree of psychological empowerment, or decision-making authority. Psychologically empowered employees are always an asset to any organization because they will be self-driven and motivated to perform well in their work. This research will enable us to know what the impacts of psychological empowerment on employee retention are. For the research, the sample units were 75 faculties of 5 technical institutes in Durg and Bhilai. Questionnaire was used to collect the data. The analysis of the data was done through SPSS software, using Regression analysis. Through this research it was found that psychological empowerment does contribute to employee retention.
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27

Tahseen, Madiha, and Charissa S. L. Cheah. "A multidimensional examination of the acculturation and psychological functioning of a sample of immigrant Chinese mothers in the US." International Journal of Behavioral Development 36, no. 6 (July 6, 2012): 430–39. http://dx.doi.org/10.1177/0165025412448605.

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The present research used the cluster analysis method to examine the acculturation of immigrant Chinese mothers (ICMs), and the demographic characteristics and psychological functioning associated with each acculturation style. The sample was comprised of 83 first-generation ICMs of preschool children residing in Maryland, Unites States (US). Cluster analysis revealed four acculturation styles: psychologically-behaviorally integrated; psychologically-behaviorally assimilated; psychologically-behaviorally undifferentiated; and psychologically-behaviorally separated. Assimilated mothers were the youngest at immigration and had resided in the US for the longest time. Separated mothers were older at immigration, resided in the US for a shorter time, were less educated, and had lower psychological functioning than mothers in the other clusters. However, there were no differences in demographic characteristics and psychological functioning between psychologically-behaviorally integrated and psychologically-behaviorally undifferentiated clusters. The importance of simultaneously assessing various cultural orientations and components of acculturation was highlighted.
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28

Korshunova, Olga V. "The meanings of psychological comfort in education and the model of its formation in modern rural school." Pedagogy Of Rural School 1, no. 11 (2022): 26–37. http://dx.doi.org/10.20323/2686-8652-2022-1-11-26-37.

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The state of modern society is characterized as psychologically overstrained. In this situation, the need for upbringing in the education system of a psychologically healthy person is actualized, possessing antifragility, socially tempered and ready to cope with negative psychological experiences caused by uncertainty and rapid changes in the surrounding reality. In this regard, the school has a social order for the implementation of the mission of psychological support and support of a growing person, which is additional to the three traditional functions. One of the fundamental conditions for the performance of the new function by the school is the psychological comfort of education while ensuring the continuous development of the personality. The purpose of the article is to identify the specifics of solving this problem for rural school, which has fundamental differences from the educational organization of a metropolis, associated with high variability of the characteristics of the educational process in such schools, their traditional features and, at the same time, the influence of new global processes. The basis of the methodological foundation is the humanistic paradigm of education, among the basic methods we will single out the content analysis of the concepts «psychological comfort of education», «psychologically comfortable educational environment ina rural school», theoretical modeling of the phenomenon of psychologically comfortable educational environment and its formation in rural school. Psychological and pedagogical interpretations of the psychological comfort of education, its objective, subjective and objective-subjective aspects are highlighted. Within the framework of the psychological approach, the essence of the phenomenon under study is revealed through a person's inner sense of himself in a system of conditions, circumstances and opportunities; within the boundaries of pedagogical — psychological comfort of education is represented as a set of parameters, qualities, characteristics of the external environment of the subject. These ideas are associated with the concept of educational environment, which is built through the joint development of its interacting components. The objective aspect just emphasizes the objective-material basis of the phenomenon, the subjective — mental processes, states, personality qualities, the objective-subjective — has a socio-communicative nature and characterizes the processes of relations between the subjects of the educational process of rural school, taking into account its specifics. Two results of the formation of psychologically comfortable environment in which the educational process takes place are identified — direct and indirect; the introduction of the principle of psychological comfort into pedagogy is substantiated. The scientific novelty of the research is determined by highlighting the dual meanings of the integrative essence of the psychological comfort of education, explaining the possibility of personality development for all subjects of the educational environment and proposing fundamental ideas for constructing models for the formation of psychologically comfortable educational environment in rural school.
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29

Zdunik, Jan. "Literatura, terapia, pomoc... Kilka refleksji wokół psychologicznych kompetencji nauczycieli języka polskiego." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 11, no. 315 (December 29, 2020): 204–16. http://dx.doi.org/10.24917/20820909.11.16.

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The article concerns the psychological skills of Polish language teachers. It indicates the need for teachers to develop psychological skills due to the specifics of the subject and frequent conversations on psychologically difficult topics. The analysis distinguishes three implications for school practice: the first relates to the new organization of the teaching process by enabling students to take individual conversations about the psychological consequences of the readings, the second discusses the personality traits of the teacher, helpful in psychological conversations, and the third proposes practical classes in psychological skills that could help shape soft skills of Polish language teachers.
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30

Merenda, Peter F. "International Psychological Science or Psychological Science Through the International Union of Psychological Science?" Contemporary Psychology: A Journal of Reviews 38, no. 6 (June 1993): 646–47. http://dx.doi.org/10.1037/033443.

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31

Palupi, Listyati Setyo. "Psychological preparedness of coastal communities in Surabaya: a preliminary finding." E3S Web of Conferences 340 (2022): 05010. http://dx.doi.org/10.1051/e3sconf/202234005010.

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Indonesia has been acknowledged as one of countries that has the largest coastline in the world after Canada and Norway. Situated between Australia plate, Pacific plate, and Eurasia plate has made the country prone to disaster. Tsunami is one of the disasters that struck coastal communities in Indonesia. Tsunami is one type of disaster that bring devastated impact economically, socially and psychologically especially for the coastal communities including for Surabaya community that live along the coast. Studies found that psychologically preparing individual to face disaster could help to reduce the psychological impact of the disaster. Therefore, identifying the psychological preparedness is pertinent to reduce the risk of disaster especially for the coastal communities in Surabaya that were prone to tsunamis and other natural hazards. The purpose of the study is to describe the psychological preparedness for disaster of coastal communities in Surabaya. The result shows that the psychological preparedness for disaster of the participants was mostly in average level. Therefore, psychological preparedness for disaster needs to be improved especially among female with age between 12-35 years old population in order to reduce the risk of psychological impact of disaster.
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32

Efek, Engin, and Hakan Eryigit. "PSYCHOLOGICAL RESILIENCE IN STUDENT ATHLETES AND COMPETITIVE UNIVERSITY STUDENTS." Kinesiologia Slovenica 28, no. 3 (November 20, 2022): 102–16. http://dx.doi.org/10.52165/kinsi.23.3.102-116.

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This research aims to analyze the relationship between sports age and psychological resilience level in gender, biological age, sports age, branch, and gender of student-athletes and competitive university students. "Personal Information Form" was used to determine the various demographic characteristics of the participants, and the "Short Resilience Scale" was used to determine the levels of resilience. According to the study's findings, there is a significant difference between psychological resilience and the sports age of male athletes in terms of sports age and gender. There is no significant difference between psychological resilience and sports age of female athletes in terms of biological age, branch, and gender. According to the research results, sports age is more effective than biological age on psychological resilience. As the duration of doing sports increases in males, psychological resilience develops, but the same is not valid for females. In addition, male students are more psychologically resilient than female students, and those who do individual sports are psychologically more resilient than those who do team sports. According to the results of the research, it can be concluded that psychological endurance level may differ depending on various circumstances.
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Kedyarova, E. A., N. I. Chernetskaya, N. S. Kondrashova, K. S. Litvinenko, and E. G. Shchukina. "The Interrelation of Psychological Security of University Educational Environment and Psychological Well-Being of Its Subjects." Bulletin of Irkutsk State University. Series Psychology 43 (2023): 19–32. http://dx.doi.org/10.26516/2304-1226.2023.43.19.

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The article presents the results of the correlation study of psychological security of university educational environment and psychological well-being of its subjects. The study has revealed the correlation between the concept of university educational environment and that of psychological wellbeing, as well as interrelation between them. The study has found that the higher psychological well-being of its subjects is the more favorable psychological climate is in their view and vice versa (p ≤ 0,01). Moreover, there is a correlation between satisfaction with educational environment and all components of psychological well-being of its subjects. It has been proved that the more secure a subject of educational environment feels in it the more psychologically unscathed he or she is, and conversely, the higher psychological well-being of a subject is the more secure he or she feels (p ≤ 0,01).
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moosivand, mahboobeh. "Structural model of family functioning, psychological capital, psychologically active psychological needs: the mediating role of adolescent responsibility in adolescence." Journal Of Psychological Science 20, no. 103 (October 1, 2021): 1147–70. http://dx.doi.org/10.52547/jps.20.103.1147.

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35

Heil, John, and Peter A. White. "Psychological Metaphysics." American Journal of Psychology 107, no. 4 (1994): 635. http://dx.doi.org/10.2307/1423007.

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Maxwell, Harold. "Psychological Considerations." Clinics in Anaesthesiology 4, no. 3 (July 1986): 473–79. http://dx.doi.org/10.1016/s0261-9881(21)00026-4.

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Garbuzova, Violetta Sergeevna. "Psychological Health." Interactive science, no. 1 (56) (January 20, 2021): 24–25. http://dx.doi.org/10.21661/r-553019.

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Hibbard, R., J. Barlow, and H. MacMillan. "Psychological Maltreatment." PEDIATRICS 130, no. 2 (July 30, 2012): 372–78. http://dx.doi.org/10.1542/peds.2012-1552.

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Foegen, J. H. "Psychological Seniority." Journal of Individual Employment Rights 3, no. 2 (January 1, 1994): 149–53. http://dx.doi.org/10.2190/9vgc-tmt8-2yqc-yadd.

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Risby, Emile D. "Psychological Debriefing." Journal of Clinical Psychiatry 62, no. 12 (December 15, 2001): 996. http://dx.doi.org/10.4088/jcp.v62n1215a.

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Patel, Nimisha. "Psychological torture." Torture Journal 29, no. 3 (January 20, 2020): 79–81. http://dx.doi.org/10.7146/torture.v29i3.117412.

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Bates, Mark J., Stephen Bowles, Jon Hammermeister, Charlene Stokes, Evette Pinder, Monique Moore, Matthew Fritts, et al. "Psychological Fitness." Military Medicine 175, no. 8S (August 2010): 21–38. http://dx.doi.org/10.7205/milmed-d-10-00073.

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Atkinson, Alison. "Psychological support." Nursing Standard 23, no. 18 (January 7, 2009): 59–60. http://dx.doi.org/10.7748/ns.23.18.59.s54.

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Miyano, Sachio. "Psychological independence." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): 1A—082–1A—082. http://dx.doi.org/10.4992/pacjpa.81.0_1a-082.

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Garavaso, Pieranna. "Psychological Continuity." Journal of Philosophical Research 39 (2014): 101–25. http://dx.doi.org/10.5840/jpr201472410.

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Johnson, Wayne G. "Psychological Egoism." Journal of Philosophical Research 17 (1992): 239–64. http://dx.doi.org/10.5840/jpr_1992_22.

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Kotch, J. B., and R. W. Block. "Psychological Maltreatment." PEDIATRICS 111, no. 2 (February 1, 2003): 444–45. http://dx.doi.org/10.1542/peds.111.2.444.

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Lipsitt, Lewis P. "Psychological Matters." Science 256, no. 5060 (May 22, 1992): 1113. http://dx.doi.org/10.1126/science.256.5060.1113.a.

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Irshad, Muhammad Khurum, and Abid Ghafoor Chaudhry. "PSYCHOLOGICAL DISORDERS." Professional Medical Journal 22, no. 07 (July 10, 2015): 913–18. http://dx.doi.org/10.29309/tpmj/2015.22.07.1182.

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Psychological anthropology is one of the most current academic discipline; theintellectual study of the association between the individual and culture debatably instigatedin the late nineteenth century, when W. H. R. Rivers and his contemporaries commenced anexpedition to Melanesia to examine the perceptions of the local people. Objective: objectiveof the study is to find relationship between old age and psychological disorders. StudyDesign: Cross sectional. Study Locale: The study was conducted in Rawalpindi city. Materialand method: A structured questionnaire was designed to investigate all the variables of thestudy. A sample of 500 respondents were drawn from the older population (older persons) ofRawalpindi city by using convenient sampling technique. Data entry and analysis was doneby using SPSS. Results: There was a significant relationship found between old age andpsychological disorders. According to this study, older people are suffering from psychologicaldisorders namely; anxiety, sadness, depression, isolation, insomnia, dementia, and feelingof being useless. Conclusion: Older persons are more vulnerable to the mental illness andpsychological problems. Some problems are prevailed in high proportion among elder personssuch as anxiety, insomnia and feeling of being useless. Good mind is bound with good health,this clearly depicts that older persons are not suffering from poor psychological health but alsothey are facing adverse health conditions. Statistical observations show that some of the olderadults facing more than one psychological problem, their ratio is 6.2% of total sample.
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Horii, Arata. "Psychological test." Equilibrium Research 80, no. 4 (August 31, 2021): 261–63. http://dx.doi.org/10.3757/jser.80.261.

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