The Role of Simultaneous Pursuing of Academic and Athletic Activities over Youth in Personality Development — Oak Academic Publishing
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The Role of Simultaneous Pursuing of Academic and Athletic Activities over Youth in Personality Development
Department of General and Medical Psychology, Dnipropetrovsk National University, Dnipropetrovsk, Ukraine
,
Department of General and Medical Psychology, Dnipropetrovsk National University, Dnipropetrovsk, Ukraine
,
Projects Managements, Dnipropetrovsk Regional Institute of Public Administration, the National Academy of Public Administration of Ukraine, Dnipropetrovsk, Ukraine
,
Projects Managements, Dnipropetrovsk Regional Institute of Public Administration, the National Academy of Public Administration of Ukraine, Dnipropetrovsk, Ukraine
1 Department of General and Medical Psychology, Dnipropetrovsk National University, Dnipropetrovsk, Ukraine
2 Department of General and Medical Psychology, Dnipropetrovsk National University, Dnipropetrovsk, Ukraine
3 Projects Managements, Dnipropetrovsk Regional Institute of Public Administration, the National Academy of Public Administration of Ukraine, Dnipropetrovsk, Ukraine
4 Projects Managements, Dnipropetrovsk Regional Institute of Public Administration, the National Academy of Public Administration of Ukraine, Dnipropetrovsk, Ukraine
In search of approaches to defining the psychological life history of an individual the contemporary per sonality psychologists address the individual differences in behavior reflecting the interplay of the spe cific real life situations and the new dynamic contextualized trait constructs which can cast light on the within-person causal dynamics. The participants of the research — thirty University-level student-athletes and 109 secondary college-level students, simultaneously pursuing the academic and athletic activities, were shown to display different levels of personality self-evolution under this specific situation depending on the sporting achievements attained. Clustering the samples (K-means algorithm) into the two groups each, which significantly differed on the personality variables, indicative of the self-evolution dynamics, showed that the higher was the level of sporting achievements the more significantly the participants ap peared to differ on the patterns of coping strategies preferred, the emotional intelligence abilities, hardi ness and dispositional resources of self-evolution acquired. Equally high levels of internal locus of control and the mental health continuum measures in both clusters of the university-level student-athletes can also be regarded as favorable outcomes of combining two significant life activities for stimulating the person ality development.
KeywordsSporting and Academic ActivitiesLevels of AchievementsPersonality Development
Arshava, I. F. (2008). A reflected behavioral manifestation of the human emotional stability. Abstracts of the 29th International Congress of Psychology. Berlin, 20-25 July 2008. International Journal of Psychology, 43, 622-623.
Arshava, I. F., Ponomareva, L. F., & Nosenko, E. L. (2010). Crosssituation consistency of the behavior self-regulation of an evidence of the trait-like nature of coping strategies. 15th European Conference on Personality, Brno, 20-24 July 2010, 225.
Austin, E. J., Saklofske, D. H., & Egan, V. ( 2005 ). Personality, well-being and health correlates of trait emotional intelligence . Personality and Individual Differences, 38, 547-558. doi:10.1016/j.paid.2004.05.009
Baumeister, R. F. (1999). The nature and structure of the self: An overview. In R. Baumeister (Ed.), The self in social psychology (pp. 1-20). Philadelphia, PA: Psychology Press (Taylor & Francis).
Boyle, G., Matthews G., & Saklofske D. (2008). Handbook of personality theory and assessment. Vol. 1. Personality theories and models. Los Angeles, CA: Sage Publishers.
Campbell, J. B. (2008). Modern personality theories: What have we gained, what have we lost? In G. Boyle, G. Matthews, & D. Saklofske, SAGE Handbook of personality theory and assessment. Vol. 1. Personality theories and models (pp. 190-212). Los Angeles, CA: Sage Publishers.
Cervone, D. (2008) Explanatory models of personality: Social-cognitive theories and the knowledge and appraisal model of personality architecture. In G. J. Boyle, G. Matthews, & D. Saklofske (Eds.), The SAGE handbook of personality and assessment. Vol. 1. Personality theories and models (pp. 80-101). Los Angeles, CA: SAGE Publication Ltd.
Cervone, D., Shadel, W. G., Smith, R. E., & Fiori, M. (2006). Self-regulation: Reminders and suggestions from personality science. Applied Psychology: An International Review, 55, 333-385. doi:10.1111/j.1464-0597.2006.00261.x
Chebykin, A. Y., & Abolin, L. M. (1984). Investigation of emotional stability and psychological approaches to its development in sportsmen. Psychological Journal, 4, 83-89.
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (2006). A life worth living: Contributions to positive psychology (pp. 3-14). Oxford, NY: Oxford University Press.
Endler, N. S., & Parker, J. D. A. (1999). Coping inventory for stressful situations (CISS): Manual (2nd ed.). Toronto: Multi-Health Systems.
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attention control theory. Emotion, 7, 336-353. doi:10.1037/1528-3542.7.2.336
Frijda, N. H. (2006). The laws of emotion. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Golby, J., & Sheard, M. (2004). Mental toughness and hardiness at different levels of rugby league. Personality and Individual Differences, 37, 933-942. doi:10.1016/j.paid.2003.10.015
Kelly, G. A. (1955). The psychology of personal constructs. New York: Norton.
Keyes, C. L. M. (2006). Mental health in adolescence: Is America’s youth flourishing? American Journal of Orthopsychiatry, 76, 395-402. doi:10.1037/0002-9432.76.3.395
Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62, 95-108. doi:10.1037/0003-066X.62.2.95
Krukova, T. L. (2000) On assessing coping behavior of the contemporary youth. In P. Tula (Ed.), Psychology on the borderline of ages, 48-51.
Kusikova, S. (2012). Psychological fundamentals of the development of the personality self-evolution over youth. Sumy: “MacDen” Publishing.
Lyusin, D. (2006) Emotional intelligence as a mixed construct: Its relation to personality and gender. Journal of Russian and East European Psychology, 44, 54-68. doi:10.2753/RPO1061-0405440604
Lyusin, D. (2009). Emotional intelligence inventory (EmIn): New psychometric data. In D. V. Lyusin, & D. V. Ushakov (Eds), Social and emotional intelligence: From models to assessment (264-278). Moscow: Institute of Psychology Publishing.
Maddi, S., & Khoshaba D. (2004). HardiTraining. Managing Stress for performance and health enhancement. Irvine: The Hardiness Institute.
Maddi, S. (2004). Hardiness: An operationalization of existential courage. Journal of Humanistic Psychology, 44, 279-298. doi:10.1177/0022167804266101
Maddi, S. R. (1999). The personality construct of hardiness: Effects on experiencing coping and strain. Consulting Psychology Journal: Practice and Research, 51, 2, 83-94. doi:10.1037/1061-4087.51.2.83
Maddi, S. R., & Hess, M. J. (1992). Personality hardiness and success in basketball. International Journal of Sport Psychology, 23, 360-368.
Mikolajczak, M., Luminet, O., & Menil, C. (2006). Predicting mental and somatic resistance to stress: the incremental validity of trait emotional intelligence over alexithymia and optimism. Psicothema, 18, 79-88.
Mischel, W., Shoda, Y., & Mendoza-Denton, R. (2002). Situation-behavior profiles as a locus of consistency in personality. Current Directions in Psychological Science, 11, 50-54. doi:10.1111/1467-8721.00166
Nosenko, E. L., & Arshava, I. F. (2009). Health enhancing function of problem-focused coping strategy. Psychology & Health, 24, 2009, 85.
Nosenko, E. L., & Kovriga, N. V. (2001). Trait-oriented approach to operationalizing emotional Intelligence. Abstracts of the 7th European Congress of Psychology, London, 1-6 July 2001, 211.
Nosenko, E., Arshava, I., Nosenko, D., & Nosenko, A. (2012). The role of the simultaneous pursuing of athletic and academic activities in mental health enhancement. Abstract of 26th Conference of the European Health Psychology Society, Prague, 21-25 August 2012. doi:10.1080/08870446.2012.707817
Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, 163-172. doi:10.1016/S0191-8869(03)00076-X
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press.
Rotter, J. B. (1954). Social learning and clinical psychology. Englewood Cliffs, NY: Prentice-Hall. doi:10.1037/10788-000
Sheard, M., & Golby, J. (2007). Hardiness and undergraduate academic study: The moderating role of commitment. Personality and Individual Differences, 43, 579-588. doi:10.1016/j.paid.2007.01.006
Arshava, I. F. (2008). A reflected behavioral manifestation of the human emotional stability. Abstracts of the 29th International Congress of Psychology. Berlin, 20-25 July 2008. International Journal of Psychology, 43, 622-623.
Arshava, I. F., Ponomareva, L. F., & Nosenko, E. L. (2010). Cross-situation consistency of the behavior self-regulation of an evidence of the trait-like nature of coping strategies. 15th European Conference on Personality, Brno, 20-24 July 2010, 225.
Austin, E. J., Saklofske, D. H., & Egan, V. ( 2005 ). Personality, well-being and health correlates of trait emotional intelligence . Personality and Individual Differences, 38, 547-558. doi:10.1016/j.paid.2004.05.009
Baumeister, R. F. (1999). The nature and structure of the self: An overview. In R. Baumeister (Ed.), The self in social psychology (pp. 1-20). Philadelphia, PA: Psychology Press (Taylor & Francis).
Boyle, G., Matthews G., & Saklofske D. (2008). Handbook of personality theory and assessment. Vol. 1. Personality theories and models. Los Angeles, CA: Sage Publishers.
Campbell, J. B. (2008). Modern personality theories: What have we gained, what have we lost? In G. Boyle, G. Matthews, & D. Saklofske, SAGE Handbook of personality theory and assessment. Vol. 1. Personality theories and models (pp. 190-212). Los Angeles, CA: Sage Publishers.
Cervone, D. (2008) Explanatory models of personality: Social-cognitive theories and the knowledge and appraisal model of personality architecture. In G. J. Boyle, G. Matthews, & D. Saklofske (Eds.), The SAGE handbook of personality and assessment. Vol. 1. Personality theories and models (pp. 80-101). Los Angeles, CA: SAGE Publication Ltd.
Cervone, D., Shadel, W. G., Smith, R. E., & Fiori, M. (2006). Self-regulation: Reminders and suggestions from personality science. Applied Psychology: An International Review, 55, 333-385. doi:10.1111/j.1464-0597.2006.00261.x
Chebykin, A. Y., & Abolin, L. M. (1984). Investigation of emotional stability and psychological approaches to its development in sportsmen. Psychological Journal, 4, 83-89.
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (2006). A life worth living: Contributions to positive psychology (pp. 3-14). Oxford, NY: Oxford University Press.
Endler, N. S., & Parker, J. D. A. (1999). Coping inventory for stressful situations (CISS): Manual (2nd ed.). Toronto: Multi-Health Systems.
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attention control theory. Emotion, 7, 336-353. doi:10.1037/1528-3542.7.2.336
Frijda, N. H. (2006). The laws of emotion. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Golby, J., & Sheard, M. (2004). Mental toughness and hardiness at different levels of rugby league. Personality and Individual Differences, 37, 933-942. doi:10.1016/j.paid.2003.10.015
Kelly, G. A. (1955). The psychology of personal constructs. New York: Norton.
Keyes, C. L. M. (2006). Mental health in adolescence: Is America’s youth flourishing? American Journal of Orthopsychiatry, 76, 395-402. doi:10.1037/0002-9432.76.3.395
Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62, 95-108. doi:10.1037/0003-066X.62.2.95
Krukova, T. L. (2000) On assessing coping behavior of the contemporary youth. In P. Tula (Ed.), Psychology on the borderline of ages, 48-51.
Kusikova, S. (2012). Psychological fundamentals of the development of the personality self-evolution over youth. Sumy: “MacDen” Publishing.
Lyusin, D. (2006) Emotional intelligence as a mixed construct: Its relation to personality and gender. Journal of Russian and East European Psychology, 44, 54-68. doi:10.2753/RPO1061-0405440604
Lyusin, D. (2009). Emotional intelligence inventory (EmIn): New psychometric data. In D. V. Lyusin, & D. V. Ushakov (Eds), Social and emotional intelligence: From models to assessment (264-278). Moscow: Institute of Psychology Publishing.
Maddi, S., & Khoshaba D. (2004). HardiTraining. Managing Stress for performance and health enhancement. Irvine: The Hardiness Institute.
Maddi, S. (2004). Hardiness: An operationalization of existential courage. Journal of Humanistic Psychology, 44, 279-298. doi:10.1177/0022167804266101
Maddi, S. R. (1999). The personality construct of hardiness: Effects on experiencing coping and strain. Consulting Psychology Journal: Practice and Research, 51, 2, 83-94. doi:10.1037/1061-4087.51.2.83
Maddi, S. R., & Hess, M. J. (1992). Personality hardiness and success in basketball. International Journal of Sport Psychology, 23, 360-368.
Mikolajczak, M., Luminet, O., & Menil, C. (2006). Predicting mental and somatic resistance to stress: the incremental validity of trait emotional intelligence over alexithymia and optimism. Psicothema, 18, 79-88.
Mischel, W., Shoda, Y., & Mendoza-Denton, R. (2002). Situation-behavior profiles as a locus of consistency in personality. Current Directions in Psychological Science, 11, 50-54. doi:10.1111/1467-8721.00166
Nosenko, E. L., & Arshava, I. F. (2009). Health enhancing function of problem-focused coping strategy. Psychology & Health, 24, 2009, 85.
Nosenko, E. L., & Kovriga, N. V. (2001). Trait-oriented approach to operationalizing emotional Intelligence. Abstracts of the 7th European Congress of Psychology, London, 1-6 July 2001, 211.
Nosenko, E., Arshava, I., Nosenko, D., & Nosenko, A. (2012). The role of the simultaneous pursuing of athletic and academic activities in mental health enhancement. Abstract of 26th Conference of the European Health Psychology Society, Prague, 21-25 August 2012. doi:10.1080/08870446.2012.707817
Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, 163-172. doi:10.1016/S0191-8869(03)00076-X
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press.
Rotter, J. B. (1954). Social learning and clinical psychology. Englewood Cliffs, NY: Prentice-Hall. doi:10.1037/10788-000
Sheard, M., & Golby, J. (2007). Hardiness and undergraduate academic study: The moderating role of commitment. Personality and Individual Differences, 43, 579-588. doi:10.1016/j.paid.2007.01.006