Volume 1 (2016) - Bulletin of Vasyl’ Stus Donetsk National University. Series of Psychological Sciences

Year 2016 Volume 1

Volume 1 Archives (2016)

Explore the inaugural volume of the Bulletin of Vasyl’ Stus Donetsk National University. Series of Psychological Sciences. Featuring peer-reviewed psychological research spanning developmental psychology, clinical theory, socio-cognitive dynamics, and educational psychology.

15 Articles Across 2 Issues (2016)

Original Research pp. 1–14 • Peer Reviewed

Socio-Psychological Adaptation and Identity Reconstruction among Displaced Academic Youth in Ukraine

Oleh V. Kovalenko¹, Svitlana M. Hrabovska²

¹Department of Applied Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Institute of Social and Political Psychology, National Academy of Educational Sciences of Ukraine, Kyiv

displaced youth identity reconstruction socio-psychological adaptation resilience

Abstract

The forced relocation of academic institutions and student populations presents profound psychological challenges regarding identity continuity and socio-psychological adaptation. This study investigates the mechanisms of socio-psychological adaptation and identity reconstruction among displaced academic youth in Ukraine following the 2014 geopolitical disruptions. Utilizing a mixed-methods design incorporating the Multigroup Ethnic Identity Measure (MEIM), the Connor-Davidson Resilience Scale (CD-RISC), and semi-structured qualitative interviews, a sample of 240 university students (aged 18–23 years) residing in temporary academic hubs was evaluated over a twelve-month longitudinal framework. The empirical findings reveal distinct trajectories of adaptation, heavily mediated by perceived institutional support, social capital preservation, and proactive coping strategies. Participants who engaged in active cognitive reappraisal demonstrated significantly higher indices of psychological well-being and academic retention compared to those relying on avoidant coping mechanisms. Furthermore, the qualitative analysis highlights the emergence of a dual-identity construct, wherein students concurrently maintain allegiance to their pre-displacement regional heritage while successfully integrating into host academic communities. The study underscores the critical necessity for targeted psychological counseling interventions within higher education institutions to buffer the adverse mental health impacts of forced displacement, mitigate acculturative stress, and foster resilient academic environments.

DOI: 10.31558/2786-8745.2016.1.01

Empirical Study pp. 15–28 • Peer Reviewed

Emotional Intelligence as a Moderator of Occupational Burnout among Healthcare Professionals

Kateryna I. Melnyk¹, Tomasz R. Wiśniewski²

¹Department of General and Clinical Psychology, Taras Shevchenko National University of Kyiv, Ukraine; ²Institute of Psychology, Jagiellonian University, Kraków, Poland

emotional intelligence occupational burnout healthcare workers emotional regulation

Abstract

Occupational burnout remains a pervasive systemic hazard within the medical profession, gravely impacting practitioner well-being and patient care quality. This empirical study explores the moderating role of emotional intelligence (EI) in the manifestation of occupational burnout among hospital healthcare professionals in Ukraine and Poland. A cross-sectional comparative research design was employed, administering the Maslach Burnout Inventory (MBI) and the Schutte Self-Report Emotional Intelligence Test (SSEIT) to a diverse cohort of 315 physicians and nursing personnel. Statistical evaluations utilizing hierarchical multiple regression models revealed significant negative correlations between overall emotional intelligence scores and the core dimensions of burnout, specifically emotional exhaustion and depersonalization, while demonstrating a positive association with personal accomplishment. Furthermore, moderation analysis established that high levels of emotional appraisal and emotional regulation attenuate the detrimental impact of chronic occupational stressors and workload pressure on psychological strain. The findings emphasize that specific subscales of EI, notably the ability to manage emotions in others and utilization of emotions in problem-solving, serve as psychological protective buffers. Consequently, the research argues for the integration of structured emotional intelligence training workshops into ongoing professional development and hospital administration programs to enhance resilience, prevent clinician burnout, and optimize healthcare delivery systems across Eastern and Central Europe.

DOI: 10.31558/2786-8745.2016.1.02

Theoretical Paper pp. 29–42 • Peer Reviewed

Cognitive Biases in Decision-Making under High-Stakes Uncertainty: A Theoretical Framework

Dmytro P. Tymoshenko¹, Hanna V. Zadorozhna²

¹Department of General Psychology and Cognitive Sciences, Ivan Franko National University of Lviv, Ukraine; ²Department of Psychology, National University of Kyiv-Mohyla Academy, Ukraine

cognitive bias decision-making high-stakes uncertainty heuristics

Empirical Research pp. 43–57 • Peer Reviewed

Parental Attachment Styles and Their Predictive Impact on Adolescent Self-Regulation and Academic Procrastination

Nataliia S. Bondarenko¹, Markus E. Berger²

¹Department of Developmental and Educational Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Institute of Psychology, University of Vienna, Austria

parental attachment self-regulation academic procrastination adolescent development

Abstract

The transition through adolescence is marked by profound neurodevelopmental and psychosocial shifts, wherein interpersonal attachment patterns established early in life continue to exert significant influence over self-regulatory capacities and academic behaviors. This empirical investigation examines the structural pathways through which maternal and paternal attachment styles predict adolescent self-regulation efficacy and subsequent academic procrastination. A quantitative research design was implemented with a representative sample of 420 secondary school students (aged 14–17 years), utilizing the Inventory of Parent and Peer Attachment (IPPA), the Self-Regulation Scale (SRS), and the Lay’s General Procrastination Scale (GPS). Structural Equation Modeling (SEM) demonstrated that secure parental attachment significantly predicts higher levels of emotional and behavioral self-regulation, which in turn acts as a robust mediator suppressing academic procrastination tendencies. Conversely, anxious and avoidant attachment dimensions exhibited strong positive indirect pathways to chronic academic procrastination, largely mediated by deficits in executive self-control and heightened fear of failure. Furthermore, multi-group invariance testing revealed subtle gender differences in how paternal versus maternal attachment impacts autonomous goal-setting. These empirical insights underscore the fundamental importance of fostering secure relational bases within family systems and educational counseling frameworks to cultivate adaptive self-regulatory competencies and enhance academic engagement in developing youth.

DOI: 10.31558/2786-8745.2016.1.04

Methodological Article pp. 58–71 • Peer Reviewed

Psychometric Evaluation and Cross-Cultural Adaptation of the Psychological Capital Questionnaire (PCQ-24) in Ukrainian Samples

Yurii M. Shevchenko¹, Elena V. Rostova²

¹Department of Psychology and Sociology, Donetsk National Technical University, Pokrovsk, Ukraine; ²Department of Work and Organizational Psychology, Oles Honchar Dnipro National University, Ukraine

psychological capital psychometric evaluation cross-cultural adaptation confirmatory factor analysis

Abstract

Psychological capital (PsyCap), comprising the dimensions of self-efficacy, hope, optimism, and resilience, has emerged as a critical psychological resource fostering organizational performance and individual well-being. However, valid measurement instruments adapted for Eastern European organizational and academic settings remain sparse. This methodological study presents the cross-cultural translation, linguistic adaptation, and psychometric evaluation of the 24-item Psychological Capital Questionnaire (PCQ-24) for use within Ukrainian-speaking populations. Following rigorous standard forward-backward translation protocols and expert panel review, the adapted instrument was administered to a heterogeneous sample of 560 participants encompassing corporate employees, civil servants, and university educators. Confirmatory Factor Analysis (CFA) was conducted to test the structural validity of both the first-order four-factor model and the second-order hierarchical PsyCap construct. The analytical results demonstrated excellent fit indices for the second-order model (CFI = .95, TLI = .94, RMSEA = .048, SRMR = .042), confirming strong factorial validity comparable to original English-language versions. Cronbach’s alpha and McDonald’s omega coefficients established high internal consistency across all subscales (ranging from .84 to .91). Furthermore, convergent validity was confirmed through significant positive correlations with measures of job satisfaction and subjective well-being, and negative correlations with psychological distress. The validated Ukrainian version of the PCQ-24 provides researchers and organizational psychologists with a robust, reliable tool for assessing positive psychological capital in professional environments.

DOI: 10.31558/2786-8745.2016.1.05

Empirical Study pp. 72–85 • Peer Reviewed

Empathy, Perspective-Taking, and Prosocial Behavior in Middle Childhood: A Developmental Perspective

Sofia M. Palamarchuk¹, Jean-Luc Moreau²

¹Department of Developmental Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland

empathy perspective-taking prosocial behavior middle childhood

Clinical Research pp. 86–99 • Peer Reviewed

Alexithymia and Somatization Symptoms: The Mediating Role of Interoceptive Awareness and Emotional Dysregulation

Volodymyr B. Tkachenko¹, Anna L. Kuznetsova²

¹Department of Medical Psychology and Psychiatry, Kharkiv National Medical University, Ukraine; ²Department of Clinical Psychology, Bogomolets National Medical University, Kyiv, Ukraine

alexithymia somatization interoceptive awareness emotional dysregulation

Review Article pp. 100–115 • Peer Reviewed

Psychological Dimensions of Digital Citizenship and Online Identity Construction among Contemporary Youth

Inna V. Romanenko¹, Stefan K. Lindqvist²

¹Department of Social Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Department of Psychology, Uppsala University, Sweden

digital citizenship online identity social media cyberpsychology

Empirical Research pp. 1–16 • Peer Reviewed

Post-Traumatic Growth and Psychological Resilience in Veterans: The Mediating Effect of Meaning in Life

Mykola H. Petrenko¹, Hans-Peter Müller²

¹Department of Psychological Counseling and Psychotherapy, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Department of Clinical Psychology and Psychotherapy, Heidelberg University, Germany

post-traumatic growth resilience meaning in life combat veterans

Empirical Study pp. 17–30 • Peer Reviewed

Work Engagement and Organizational Commitment: The Moderating Role of Transformational Leadership

Svitlana V. Honcharova¹, Jean-Paul Bernard²

¹Department of Organizational Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Department of Psychology, Sorbonne University, Paris, France

work engagement organizational commitment transformational leadership occupational psychology

Empirical Research pp. 31–45 • Peer Reviewed

Perfectionism and Academic Anxiety in University Students: The Mediating Role of Cognitive Appraisals

Viktor M. Zhuravlev¹, Olga S. Melnichenko²

¹Department of Educational Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Department of Psychology, National Pedagogical Drahomanov University, Kyiv, Ukraine

perfectionism academic anxiety cognitive appraisal higher education

Abstract

Academic anxiety among university students represents a pervasive psychological barrier that undermines scholastic performance and emotional well-being. This study investigates the distinct mechanisms through which adaptive (conscientious perfectionistic striving) and maladaptive (evaluative concerns perfectionism) dimensions of perfectionism predict academic anxiety, specifically examining the mediating role of primary and secondary cognitive appraisals. A quantitative questionnaire-based design was administered to 380 undergraduate students across various academic majors, utilizing the Multidimensional Perfectionism Scale (FMPS), the Cognitive Appraisal Scale (CAS), and the Revised Test Anxiety Scale (RTA). Path analysis and bootstrapping procedures revealed a striking divergence between perfectionism subdimensions: maladaptive evaluative concerns perfectionism exhibited a strong positive direct and indirect pathway to debilitating academic anxiety, which was heavily mediated by threat appraisals and low perceived coping self-efficacy. Conversely, adaptive perfectionistic striving demonstrated either non-significant or negative associations with anxiety when mediated by challenge appraisals. The empirical findings indicate that students burdened by excessive self-criticism and fear of negative evaluation cognitively appraise examinations as insurmountable threats rather than manageable challenges. The paper discusses implications for university counseling centers regarding cognitive-behavioral interventions targeting maladaptive appraisal styles to alleviate student anxiety.

DOI: 10.31558/2786-8745.2016.2.03

Theoretical Paper pp. 46–60 • Peer Reviewed

The Psychology of Moral Decision-Making in Societal Crises: A Philosophical and Empirical Synthesis

Artur B. Radchenko¹, Maria T. Holovko²

¹Department of Theoretical and Applied Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Institute of Philosophy and Psychology, National Academy of Sciences of Ukraine, Kyiv

moral decision-making societal crisis ethical dilemma moral psychology

Empirical Research pp. 61–74 • Peer Reviewed

Mindfulness and Psychological Well-Being in University Educators: A Cross-Sectional Investigation

Tetiana I. Boyko¹, Christian R. Weber²

¹Department of General Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Department of Psychology, Ludwig Maximilian University of Munich, Germany

mindfulness psychological well-being university educators stress reduction

Abstract

Higher education faculty members face escalating professional demands, administrative workloads, and pedagogical pressures that frequently precipitate chronic stress, emotional exhaustion, and diminished occupational well-being. This empirical investigation examines the relationship between dispositional mindfulness and psychological well-being among university educators in Ukraine, evaluating the mediating role of emotion regulation strategies and perceived occupational stress. A cross-sectional survey design was employed with a sample of 290 academic staff members, utilizing the Mindful Attention Awareness Scale (MAAS), the Ryff’s Psychological Well-Being Scales (SPWB), the Perceived Stress Scale (PSS), and the Emotion Regulation Questionnaire (ERQ). Statistical analyses demonstrated that higher levels of dispositional mindfulness strongly predict enhanced psychological well-being, specifically across dimensions of personal growth, environmental mastery, and positive relations with others. Furthermore, mediation models established that mindfulness operates indirectly by reducing perceived stress levels and decreasing reliance on maladaptive cognitive suppression while promoting adaptive cognitive reappraisal. The findings highlight the efficacy of mindfulness as a protective psychological mechanism in academic professions. The authors advocate for the institutional implementation of mindfulness-based stress reduction (MBSR) programs within higher education faculty development initiatives to foster educator resilience and improve academic work environments.

DOI: 10.31558/2786-8745.2016.2.05

Methodological Study pp. 75–89 • Peer Reviewed

Assessing Emotional Intelligence in Adolescents: Psychometric Properties of the Ukrainian Adaptation of the TEIQue-ASF

Denys S. Lysenko¹, Karina V. Pavlenko²

¹Department of Developmental Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Department of Psychology, National University of Kyiv-Mohyla Academy, Kyiv, Ukraine

trait emotional intelligence adolescent assessment TEIQue-ASF psychometric validation

Abstract

Trait emotional intelligence (trait EI or emotional self-efficacy) represents a constellation of emotional perceptions assessed via questionnaires and self-reports, demonstrating robust predictive validity for adolescent mental health, social relationships, and academic adaptation. Despite its theoretical significance, validated instruments measuring trait EI specifically tailored for adolescent populations in Ukraine remain scarce. This methodological paper details the cross-cultural adaptation, translation, and psychometric evaluation of the Trait Emotional Intelligence Questionnaire - Adolescent Short Form (TEIQue-ASF). Following rigorous translation and pilot testing protocols, the instrument was administered to a normative sample of 510 adolescents aged 13 to 18 years across secondary educational institutions. Confirmatory factor analysis (CFA) evaluated the four-factor hierarchical structure (well-being, self-control, emotionality, and sociability). The analytical results confirmed excellent factorial validity and structural model fit (CFI = .94, TLI = .93, RMSEA = .051), with satisfactory internal consistency coefficients across all subscales (Cronbach’s alpha ranging from .78 to .88). Convergent validity was established through significant correlations with measures of self-esteem, peer attachment, and emotional symptoms. The validated Ukrainian version of the TEIQue-ASF provides developmental researchers and school psychologists with a standardized, psychometrically rigorous instrument for assessing adolescent emotional traits.

DOI: 10.31558/2786-8745.2016.2.06

Review Article pp. 90–108 • Peer Reviewed

Psychological Implications of Social Cohesion and Collective Resilience in Transitional Societies

Kateryna V. Sydorenko¹, Lars-Erik Johansson²

¹Department of Social and Political Psychology, Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine; ²Department of Psychology, Stockholm University, Sweden

social cohesion collective resilience transitional society community psychology

Bulletin of Vasyl’ Stus Donetsk National University

Volume 1 Archives (2016)

Volume 1, Issue 1: Foundations of Contemporary Psychological Science

Socio-Psychological Adaptation and Identity Reconstruction among Displaced Academic Youth in Ukraine

Abstract

Emotional Intelligence as a Moderator of Occupational Burnout among Healthcare Professionals

Abstract

Cognitive Biases in Decision-Making under High-Stakes Uncertainty: A Theoretical Framework

Abstract

Parental Attachment Styles and Their Predictive Impact on Adolescent Self-Regulation and Academic Procrastination

Abstract

Psychometric Evaluation and Cross-Cultural Adaptation of the Psychological Capital Questionnaire (PCQ-24) in Ukrainian Samples

Abstract

Empathy, Perspective-Taking, and Prosocial Behavior in Middle Childhood: A Developmental Perspective

Abstract

Alexithymia and Somatization Symptoms: The Mediating Role of Interoceptive Awareness and Emotional Dysregulation

Abstract

Psychological Dimensions of Digital Citizenship and Online Identity Construction among Contemporary Youth

Abstract

Volume 1, Issue 2: Applied Psychological Research and Societal Dynamics

Post-Traumatic Growth and Psychological Resilience in Veterans: The Mediating Effect of Meaning in Life

Abstract

Work Engagement and Organizational Commitment: The Moderating Role of Transformational Leadership

Abstract

Perfectionism and Academic Anxiety in University Students: The Mediating Role of Cognitive Appraisals

Abstract

The Psychology of Moral Decision-Making in Societal Crises: A Philosophical and Empirical Synthesis

Abstract

Mindfulness and Psychological Well-Being in University Educators: A Cross-Sectional Investigation

Abstract

Assessing Emotional Intelligence in Adolescents: Psychometric Properties of the Ukrainian Adaptation of the TEIQue-ASF

Abstract

Psychological Implications of Social Cohesion and Collective Resilience in Transitional Societies

Abstract

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