Features of Reflexivity, Resilience, and Psychological Well-Being in Volunteer Activities Among Students of Pedagogical Profiles

Introduction. Reflexivity, resilience, and psychological well-being are considered in the scientific literature as key resources of the individual, especially important for students of pedagogical training profiles involved in volunteer activities. These phenomena play an important role in the successful socialization and professional development of future teachers. However, if the isolated influence of these qualities on the effectiveness of volunteerism is partially covered in the literature, then the question of the interrelationships and specifics of their joint manifestation in students of pedagogical training profiles remains open and requires special research.

Objective. Investigate the relationship between reflexivity, resilience, and psychological well-being among students of pedagogical training profiles engaged in volunteer activities.

Materials and methods. The main research tools are the following methods: "Methodology for diagnosing the level of development of reflexivity" (A.V. Karpova), "Test of resilience" by S. Muddy (adapted by D. A. Leontiev),"Scale of psychological well-being" by K. Riff (adapted by T. D.Shevelenkova, T. P. Fesenko). The Mann-Whitney U-test was used to test statistical significance when comparing two independent groups of subjects (students with and without volunteer experience). To identify the relationships between reflexivity, resilience, and psychological well-being within each group, a correlation analysis using Spearman's rank correlation coefficient was used, and regression analysis was used to determine predictors of psychological well-being.

Results. The study of the responses (n=206) allowed us to establish statistically significant differences in the level of reflexivity and resilience between students involved in volunteer activities and students who do not have experience in the implementation of volunteer practices. Correlations were found between resilience components and indicators of psychological well-being, mediated by the level of reflexivity of respondents in two groups.

Discussion. Volunteer activity is shown to be a factor that activates reflexive processes and contributes to the formation of stable links between personal resources and the psychological well-being of future teachers. The results obtained can be used to develop programs of psychological and pedagogical support for the professional development of students of pedagogical training profiles and to optimize the conditions for their participation in volunteer practices.

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