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CONTENTS
PSIHOLOGIA DEZVOLTRII
TURCHIN Tatiana,
CIUBOTARU Corina
Stil de ataament i satisfacia
comunicrii n relaia copilprinte.
TURCHYNA Tatyana,
CIUBOTARU Corina
Styles of attachment and communication
satisfaction in the child-parent relationship.
MUNTEANU Alina
14 MUNTEANU Alyna,
SAVCA Lucia
SAVCA Lucya
Influena separrii prini - copii asupra
Separation influence of parents-children
calitii relaiei de cuplu n viaa adult a
quality of life in couple relationship to
copilului.
adult child.
PSIHOLOGIA EDUCAIEI
PSYCHOLOGY OF EDUCATION
VELCIU Alexandrina,
NICULI Zenobia
Educaia ca valoare i atitudinile
educative ale prinilor.
VELCIU Alexandrina,
35 NICULI Zenobia
Education as value and educational
attitudes of parents.
VERDE Angela
Motivaia nvrii la studeni.
47 VERDECH Angela
Motivation the learning of Students.
PSIHOLOGIA FAMILIEI
FAMILY PSYCHOLOGY
,
53 BYCHEVA Elena,
RAJECKE Alexandra
,
Individual characteristics of spouses
affecting marital satisfaction.
.
OPINII, DISCUII
OPINIONS, DISCUTIONS
LOSI Elena
63
Manipularea ca form de dirijare latent.
LOSII Elena
Handling the latent form of management.
77
(
).
YVANOV Nina
Representation of youth of the country
the Republic of Moldova (based on the
associative test).
CERCETRI, SONDAJE,
RECOMANDRI
STAMATIN Otilia,
84
CIOBANU Ludmila
Influena trsturilor de personalitate
asupra alegerii mecanismelor de coping
de ctre studeni.
STUDIES, RESEARCHES,
RECOMMENDATION
STAMATIN Otilia,
CIOBANU Ludmila
The Influence of Personality Features
on Students Selection of Coping
Mechanisms.
Psihologie 2, 2012
PSIHOLOGIA DEZVOLTRII
STIL DE ATAAMENT I SATISFACIA COMUNICRII
N RELAIA COPILPRINTE
Tatiana TURCHIN, Corina CIUBOTARU
Termeni-cheie: ataament, relaie copil-printe, formarea personalitii, ataament securizant, ataament insecurizant, separare, familie dezintegrat, pierderea
ataamentului.
Summary
The purpose of the paper is to determinate the relation between the styles of attachment, communication satisfaction, child-parent relation in temporary dysfunctional
families. The thesis completes the information in psychology regarding the problem of
child-parent relationship from the styles of attachment perspective, and the impact that
is has on the way children are raised. Also the influence it has over the communication
process and parent relationship. In the result of the research we managed to observe the
fact that children from temporally dysfunctional families have an insecure attachment to
the father, with a low level of communication satisfaction and child-parent relationship.
Also we conclude that the style of the attachment does not influence the relation between
child and parent, but it does with the communication satisfaction.
Tipul ataamentului
Figura 3. Diferene de medii ntre stilul de ataament securizant i insecurizant la scalele satisfacia comunicrii i a relaiei copil-printe n familii temporar dezintegrate
Anxietate
fa de mama
Anxietate
fa de tata
Evitare
fa de mama
Evitare
fa de tata
Psihologie 2, 2012
Summary
Research was conducted on a group of 30 subjects aged 20-35 years, being involved in a relationship and who suffered the loss of a loved one through death or
separation. A very important factor in establishing the relationship of the couple it
is the family of origin, not so much by way of direct involvement in the couple relationship but rather a introiecie perception that partners have to own family relational
system. These perceptions in childhood is the training structured relational style later
to the spouse of the couple. It establishes the proposition that a lost object of love is
overwhelming influence on the attachment in the life of the couple. The novelty of this
paper is to study the issue of lost love object which has an overwhelming influence on
the attachment in the couple relationship at all levels of relationships - affective, cognitive, attitudinal and behavioral. Time research on the topic presents some theoretical
synthesis and loss of loved object attachment formation, the role of families in overcoming the trauma of loss and loss impact nencheierii labor. This study contributes to
explore and clarify some important issues regarding the completion or failure to conclude labor of mourning about the loss of loved object affecting different attachment
styles coupled with impact on the quality of intimate relationship. The results of this
study can be the cornerstone for further study in family psychology.
Actualitatea temei
Conform opiniei lui Sigmund Freud, ,,Dragostea fa de alt persoan
i are originea sa n copilrie, n experienele noastre timpurii, iar legtura
copilului cu mama reprezint cea mai
de durat relaie, precum i prototipul
tuturor celorlalte relaii de dragoste pe
parcursul vieii.
Chiar i n zilele noastre ns, ideea c experienele noastre din copilrie ne afecteaz viaa ca i aduli este
destul de surprinztoare. Experienele
din copilrie ne modeleaz nu numai
perioad de via i declinndu-i poziia n alta. Factorii psihologici individuali joac un rol important n viaa
intim a fiecrui individ n parte. Dragostea, afeciunea, sexualitatea, prietenia, iubirea, intimitatea, ataamentul
sunt factori primordiali n structurarea unui cuplu. Acetia definesc n
cea mai mare msur capacitatea de
funcionare a cuplului. Totodat, din
cauza absenei de reflecie asupra lor
din partea celor implicai, pot s genereze inabilitate relaional marcant.
Exist multe familii n care prinii se
despart i copiii sunt crescui doar de
unul dintre acetia sau copiii sunt desprii i sunt crescui separat de cte
un printe, exist de asemenea multe
cupluri formate din oameni care au divorat i formeaz o nou familie.
Stilul de ataament a fost cercetat, evaluat i analizat de mai mulisavani, printre care: John Bowlby
(1969/1982,1973,1980), Mary Ainsworth (1978), Main&Weston (1982).
Contribuii valoroase n acest domeniu precum i n altele au fost aduse
de ctre cercettorii: Safran Segal
(1990); Liotti (1991); Carlo Perris
(1988, 1989, 1991); Sroufe, Carlson,
Levy&Egeland (1999), .a.
n pofida faptului c mai multe
cercetri au scos la iveal rolul interaciunii i ataamentului din copilrie
n formarea relaiilor de cuplu, considerm oportun desfurarea unui
studiu cu privire la impactul pierderii
obiectului iubit asupra formrii relaiei de ataament la vrsta de adult.
Alina MUNTEANU
10%
Tabelul 1.
Distribuirea numrului de subieci
dup stilul de ataament
Stilul de
Numrul de
%
ataament
subieci
Securizant
13
43,3 %
Insecurizant
17
56,7%
Total : 30 subieci = 100%
20%
50%
redus
sub mediu
20%
moderat
nalt
Alina MUNTEANU
10
8
6
stil de ataament
securizant
stil de ataament
insecurizant
2
0
au
depit
nu au
depit
Anxietate
Evitare
ITG
r=0,422
p=0,020
r= 0,068
Alina MUNTEANU
Alina MUNTEANU
Alina MUNTEANU
vieii sau comemorare, cel care sufe- de igien mintal. Ediia a 2-a, Iai, Polirom.
11. Ilu Petru, (2009). Psihologia social
r i poate aminti de persoana drag
i sociopsihologia. Iai, Polirom, p.265-292.
care nu mai este lng el s-l sprijine
12. Irimescu, Gabriela, (2003). Asistena
moral.
social a persoanelor abuzate. note de curs,
Bibliografie
1. Bonchi, E. (2000), Dezvoltarea uman. Editura Imprimeriei de Vest-Oradea
2. Bonchi, E. (2006), Teorii ale dezvoltrii copilului. Editura Dacia, Cluj-Napoca.
3. Bowlby, John, (1998). Clinical Application of Attachment Theory: A Secure Base.
4. Ciofu, C., (1989), Interaciunea prinicopii. Ed. tiinific i Enciclopedic, Buc.
5. Cosman, D., Manea M., (2005). Influena stilului de ataament n structurarea
personalitii. Revista Psihiatru.ro nr. 3, XII
2005.
6. Levichi, Cristiana Alexandra, Toma
Clara, (2009). Vorbe fr glas. Cum s facem
fa pierderilor, separrilor i violenelor din
viaa noastr (despre dolii i pierderi). Editura Ascendent,
7. David, Daniel,(2006). Psihologie clinic i psihoterapie. Iai, Polirom, p. 29-40.
8. Dion, K. L, Dion, K. K, Keelan, J. P.
(1998). Attachment style and relationship satisfaction: test of a self-disclosure explanation, Canadian Journal of Behavioural Science,
Ottawa: vol 30, iss. 1, p. 24
9. Dolto, F., (2007). Cnd prinii se despart. Cum s prevenim suferinele copiilor,
Editura Trei, Bucureti.
10. Enchescu Constantin, (2004). Tratat
25
Iai, pag. 13
13. Hazan, C., & Shaver, P. (1987). Romantic love conceptualized as an attachment
process. Journal of Personality and Social
Psychology.
14. Mitrofan, I., Buzducea, D., (2003).
Experiena pierderii i a durerii la copil, din
Cursa cu obstacole a dezvoltrii umane. I. Mitrofan (coord), Ed. Polirom, Iai
15. Munteanu A., (2006). Psihologia dezvoltrii umane. Polirom, Iai
16. Nielsen, K. E. J., Cairins, S. L. (2009).
Social Anxiety and Close Relationships: A.
Hermeneutic Phenomenological Study, Canadian Journal of Counselling, Kanata: vol. 43,
Iss. 3, p. 178-197
17. Petra, S. (1999). Divorul, o banalitate
a zilei de azi. n Revista Psihologie, Ed. tiin i Tehnic, nr. 2;
18. Stiemerling Dietmar; trad: Roxana
Melnicu; Camelia Petcu (2006 ). 10 abordri
psihoterapeutice ale depresiei. Bucureti:
Editura Trei, pag. 171.
19. http://www.flu.ro/articole/Dragoste_si_Sex/Legaturi_emotionale.html, Andra,
iulie 2007.
20. http://www.scribd.com/doc/3228911/
Carmen-Ciofu-Interactiunea prini-copii.
21. http://www.sfatulmedicului.ro/Psihologia-cuplului/relatia-de-iubire-este-strnslegat-de-atasament_112.
Psihologie 2, 2012
PSIHOLOGIA EDUCAIEI
CAUZELE I REPERCUSIUNILE DISCRIMINRII
N MEDIUL COLAR LICEAL
Iulia Mihaela MIHAI
Key - words: Discrimination, scholar environment, education, aggressiveness
Summary
In this paper two major factors of discrimination will be debated.
On of a side, one subject of the discussion will be the challenge to discriminate in
social environment, especially school environment, because one teenager spends half
a day at school where he is forming an entourage or he has to join one, and to be part
of an entourage already formed, the teenager has to obey to the rules of that specific
entourage. It is possible that one of the rules of the entourage is the discrimination of
the people around.
On the other hand, in this study we will be discussing the repercussions of discrimination on the both sides, the teenager who discriminate and the teenager who is
discriminated.
For the research of the repercussions of the discrimination I will use a questionnaire of aggressiveness developed by Arnold H.Buss and Mark Perri. This questionnaire measures four dimenions of aggressiveness like physical aggressiveness, verbal
aggressiveness, anger and hostility.
The education can establish, without a doubt, a solution on a long term for the problem
of one society multiethnic and multicultural. Instead of defensive closing and separation,
the school can become a place for opening and communications. From an instrument of
assimilation and enhancing nationalist characteristics, the school can become an instrument of teenagers development, through the respect by the cultural diversity.
1. Argumente
Privind n jurul nostru, pe axa timpului, la multitudinea de etnii, religii,
rase i interese greu de nfrnat; i ura
dintre acestea, observm, de-a lungul
timpului, rzboaie pentru putere (Primul i al IIlea rzboi mondial), conflicte pentru rzbunare (Iran, S.U.A.),
conflicte interetnice i interrasiale
(Ku Klux Klan, Holocaust), conflicte
religioase (Inchiziia), conflicte insti-
4. Eantion
Pentru cercetare am utilizat un lot
de 100 de subieci, elevi ai Liceului
Teoretic Al. I. Cuza n clasa a XI-a,
din care 60 fete i 40 biei cu vrste
cuprinse ntre 16-18 ani. Dintre cei
100 de subieci 23 provin din mediul
rural i 77 din mediul urban.
5. Metodologie
Pentru cercetarea de fa am utilizat Scala pentru msurarea distanei
sociale1 elaborat de Emory S. Bogardus i adaptat de lect. univ. dr. Viorel Robu [9, pp. ], scal format din 7
itemi care msoar atitudinea etnic.
Itemii adaptai de noi au fost formulai pornindu-se de la varianta stabilit de S. Chelcea. Spre deosebire de
varianta adaptat de S. Chelcea, am
schimbat forma n care respondenii
puteau oferi rspunsurile la itemii scalei, difereniind pe coloane variantele
DA/NU. Itemii au fost prezentai n
ordinea descresctoare a intensitii
atitudinii fa de persoanele de alte etnii, i anume: de la cea mai favorabil
atitudine pn la cea mai nefavorabil
atitudine. [9, pp. 16] .
Rspunsurile favorabile la toi
primii ase itemi ai scalei, respectiv
respingerea ultimului item valideaz
protocolul unui respondent, despre
care vom spune c manifest o atitudine foarte favorabil fa de persoanele
de alte etnii (distana social este absent). Un rspuns favorabil la itemul
permite s se aprecieze/evalueze nu
doar ct de agresiv este cineva, utiliznd scorul total, ci i cum se manifest agresivitatea sa, ceea ce se determin prin scorurile subscalelor.
Pentru scorarea testului se folosete urmtoarea metod: itemii 24
si 29 sunt scoruri inversate. Scorurile
subscalelor sunt suma scorurilor itemilor pentru acei itemi din subscal.
Scorul total este suma tuturor scorurilor itemilor i variaz ntre 29 i 145.
Scorurile nalte reflect mai mult
agresivitate.
6. Interpretare psihologic
Din rezultatele chestionarelor
aplicate lotului de 100 de subieci i
afiate n figura 1 au reieit urmtoarele:
1. Prima ipotez conform creia
persoanele discriminatoare se manifest semnificativ mai agresiv dect
cele nediscriminatoare nu s-a confirmat statistic, rezultatul relevnd faptul
c persoanele discriminatoare nu sunt
agresive fa de cele nediscriminatoare, la care agresivitatea pare a fi un
mod de a interaciona, acestea fiind
ilustrate n figurile 2 i 3.
2. Ipoteza a doua conform creia
agresivitatea fizic este cea mai des
ntlnit form de agresivitate printre tinerii din liceu a fost confirmat
statistic, cu alte cuvinte se va observa n figura 7 c tinerii chestionai
pentru aceast cercetare tind s fie
mai agresivi fizic, n primul rnd,
dar i furioi dect agresivi verbal
sau ostili.
33
34
Psihologie 2, 2012
Summary
As it is demonstrated in numerous studies and articles developed by the education
theme, the school role in intellectual, social, psychological training of the child can
hardly be overestimated. If it would be considered just the time factor, the number of
hours spent daily in school or for homework achievement, that sustain the school importance as a institution, training fact and social space.
Our study is shaped on the role of educative attitude of the parents in training and
support of character and personality traits required in the travel of the education,
both school and family.
This paper focuses on the education as value dimension in two ways: frontal dimension, in other words, the school, also the familial education, being relevant for
human existence in the actual society.
Between educational values of the family with direct impact on the educational
decisions of parents and on the relation with the educational system, including the different attitudes like accommodation, cooperation, sensibility, initiative and others. All
these can by tackled as the values and as the attitude with direct impact on relations
between family (parents and children, students) and the school.
reprezentrilor kinestezice.
Domeniul cognitiv:
Gndirea: Elevul nva lent i
uit uor. Prezint dificulti de nelegere a sarcinilor i a informaiilor
predate. Citete cu dificultate i scrie
cu greeli. Erorile de calcul sunt frecvente i persistente n timp. ntmpin
dificulti n identificarea esenialului,
n realizarea de generalizri i aplicarea informaiilor n contexte diferite.
Deficienele sale sunt mai degrab rezultatul lipsei unor deprinderi de nvare dect al unui potenial sczut.
Memoreaz cu dificultate i uit
uor. Prezint dificulti de reproducere a informaiilor prezentate cu cteva
momente nainte. Memoria de lung
durat este deficitar i, n lipsa unui
efort susinut de nvare, prezint lacune mari, chiar i n ceea ce privete
domeniul memoriei autobiografice.
Imaginaie i creativitate. Imaginaia este srac, lipsit de vigoare,
de originalitate i marcat de mprumuturi din jocurile computerizate i
filmele numeroase pe care subiectul le
urmrete cu regularitate.
Atenia: superficial, greu de captat i meninut. Nu se poate concentra
prea mult asupra unei activiti, fluctund ntre mai multe obiecte de interes.
Capacitatea de concentrare este mic,
obosete foarte repede i nu poate susine un efort intelectual dect pe o perioad foarte scurt.
Limbajul: Vorbirea este marcat
de dificulti i srcia vocabularului.
Dezacordurile gramaticale sunt frec41
46
Psihologie 2, 2012
Summary
The purpose of this article is the learning motivation research of psychologists at first year
students. The experimental study determined the dominant reasons that determine students at
first year to study are reasons that develop their intellect, deepening knowledge in chosen field
of specialty, reasons of assimilation of the profession, of communication to be good specialists.
However a part of students are minded to avoid unpleasant situations. And the 5-th part of student who participate in the experiment I obtained a high level of motivation to get diploma- for
them is very important to get the diploma, which is why they are study.
dii. . . - (1983)
afirm c la etapa de iniiere (anul I de
studiu), atunci cnd are loc tranziia
de la viaa de elev la cea de student,
ca motiv principal de nvare se distinge motivul de prestigiu (n stabilirea statutului de student), n al doilea
rnd e motivul cognitiv, iar al treilea
- motivul profesional-practic.
Pentru a determina care sunt motivele dominante la studenii psihologi
am efectuat o cercetare experimental
care a fost desfurat la Universitatea Pedagogic de Stat Ion Creang.
Eantionul a fost constitui din 30 de
subieci ai anului I, specialitatea Psihologie.
n scopul studierii motivaiei nvrii subiecilor cercetai am utilizat
urmtoarele tehnici: Testul Motivaia nvrii la facultate de T. I. Elin;
Testul Diagnosticarea motivatiei nvrii la studeni de A. A. Rean, V.
A. Iacunina, modificat de I. Badmae-
Angela VERDE
Angela VERDE
Angela VERDE
52
Psihologie 2, 2012
PSIHOLOGIA FAMILIEI
,
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Summary
In article satisfaction by marriage at families with a various experience of family
life, and as influence of personal features of spouses on satisfaction marriage is investigated. At spouses with a various experience of matrimonial life satisfaction marriage
is influenced by various personal features.
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62
Psihologie 2, 2012
OPINII i DISCUII
MANIPULAREA CA FORM DE DIRIJARE LATENT
Elena LOSI
Termeni-cheie: manipulare, pierderea autonomiei, destin, persoane manipulate, manipulatori, persoane rezistente la manipulare, profil specific de personalitate.
Summary
Everyone wants to fulfil its role and to achieve a purpose in life. Sometimes other
people can dominate us and we lose our identity and cannot achieve our goals. The
present paper is dedicated to manipulation phenomenon, because we consider is important to resist to manipulation. The profile of manipulative person and resistant at
manipulation person are presented.
Elena LOSI
Spre deosebire de influena de tipul convingerii raionale, prin manipulare nu se urmrete nelegerea mai
profund a situaiei, ci inculcarea unei
nelegeri convenabile, recurgndu-se
la inducerea n eroare cu argumente
falsificate, precum i la apelul palierelor emoionale sau nonraionale. n
cazul manipulrii, inteniile reale ale
celui care transmite mesajul rmn insesizabile celui manipulat. Din punct
de vedere politic, manipularea reprezint o form de impunere a intereselor unei clase, grup, colectiviti nu
prin mijloace coercitive, la ndemna
puterii, ci prin inducere n eroare. Din
acest motiv, recurgerea la aceast cale
n situaii de divergen de interese devine tot mai frecvent n societatea actual, manipularea fiind un instrument
mai eficient i mai puternic dect utilizarea forei.
Cei mai muli dintre noi, prad
impresiei bune pe care o avem despre
propria noastr persoan, nu credem
c putem deveni prea uor victimele
artizanilor manipulrii. ncercrile de
manipulare vin tot timpul, de pretutindeni, iar cele mai uoare victime sunt
persoanele care nu vor s cread.
Manipularea este un tip special
de influenare desfurat de ctre individ, ce-i urmrete n primul rnd
interesele, dar asta nu nseamn ntotdeauna daune, prejudicii aduse victimei. Vorbim de manipulare atunci
cnd o anume situaie social este
creat premeditat pentru a influena
reaciile i comportamentul manipula65
Elena LOSI
Elena LOSI
Elena LOSI
acte spontane de agresiune fizic, verbal sau imaginativ. Individul reacioneaz afectiv ntr-o manier brutal
fa de oameni, animale i universul
obiectual. Comportamental, persoana este impulsiv, nestpnit, sadic
uneori, se bucur de rul altora, face
glume grosolane sau lipsite de sens,
se amuz de glume puerile. Structural,
individul este nelinitit, cu pregnant
nevoie de schimbare, sete de aventur,
uneori cu tendine spre exaltare (bucurie exacerbat, exploziv). Lipsa autocontrolului i imaturitatea emoional
i sunt de asemenea caracteristice.
La scala depresie 42,19% indivizi
au valori sczute, caracterizai prin
dispoziie echilibrat, relaxare, optimism, griji puine, raport emoional
bun cu ceilali, capacitate de concentrare i stpnire de sine, mulumire
de propria soart. Astfel de persoane
au sentimentul ca sunt capabile s-i
croiasc drum n via; 57,81% au ob70
Elena LOSI
Emot
Soc
Inhib F. D
E.I
L.E
M.F
T.M 0,392** 0,21 0,540** 0,394** -0,341** -0,24 0,07 0,438** 0,271* -0,22 0,463** -0,431**
Elena LOSI
are neplceri fizice i tulburri psihosomatice generale este mai puin rezistent la manipulare.
Urmeaz prezentarea datelor sta-
Tabelul 2.
Testul de personalitate FPI i Chestionarul Ct de sugestibil suntei?
Test Nrvz Agr Dep
Emot
Soc
Inhib
F. D
E.I
L.E
M.F
T.S 0,493** 0,19 0,522** 0,500** -0,164 -0,15 0,22 0,424** 0,239 -0,06 0,524** -0,393**
**
Dep
Emot
Soc
Inhib
F. D
E.I
L.E
M.F
0,16 0,503 0,339 -0,333 -0,19 0,05 0,565 0,359 -0,23 0,456 -0,408**
**
**
**
**
74
**
**
Elena LOSI
Psihologie 2, 2012
( )
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.
Summary
The present article deals with the theory of social representations and some empirical results concerning images of homeland, state and its symbols. The associative
test held among students of Bulgarian and Gagauz origin exposed their strong regional identity and a gap between their viewing of Moldova and their homeland. Such
research works are very important in a society that is in process of transformation as
the Republic of Moldova, for they can reveal the level of potential of building a civiltype society and the problems of inter-group relations.
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Psihologie 2, 2012
Summary
In this work we reveal the issue of influence exercised by students` personality
features over their choice of coping strategies in stressful situations.
In the result of the research, we established that people, choosing constructive strategies, possess such personality features as: sociability, calm character, emotional stability.
People showing neurosis, emotional labiality, inhibition, depression, aggression, as well as
anxiety and high level frustration, more frequently apply to destructive strategies.
We indicate personality features that might facilitate the choice of constructive
coping strategies.
We also mention that all temperament types are able to choose constructive strategies in stressful situations, however, using different inner resources and ways of coping
with stressful situations.
The obtained outcomes can be used to develop training courses on resistance to stress.
constructive
distructive
relativ
constructive
34,62%
30,66%
autocontrol
planif icare
sustinere
sociala
32,58%
evitare
distantare
32,22%
conf runtare
34,28%
reeval pozitiva
asumarea resonsabilitatii
5,80%
mediu
jos
Fig. 6. Frustrare
(nivel general)
Mediu; 60%
Mediu; 52%
29,8%
Inalt; 29%
Inalt; 29%
c
Jos; 12%
Jos; 19%
9,9%
9,0%
AnxR
28,2%
23,1%
AnxT
Studii
Rel.inter
Activ
38,46%
36,54%
15,38%
7,69%
0%
0%
supraintrovert
introvert
1,92%
potential introvert
ambivert
extravert potential
Fig. 8. Extraversiune/intraversiune
88
extravert
supraextravert
25%
11,54%
13,46%
11,54%
1,92%
0%
supradiscordant
discordant
potential
discordant
normostemic
concordant
potential
concordant
supraconcordant
adic spirit autocritic, atitudine dezinvolt, capacitatea de a recunoate micile lor slbiciuni, i 42% din subieci
prezint sinceritate la nivel mediu.
Cu referire la scala extraversiune/
intraversiune, 58% din persoane sunt
ambiveri, 12% din subieci se afl la
nivel jos, fiind nesociabili, calmi, prezint rezerve n comunicare, constan, stpnire de sine, pasivitate (ceea
ce denot latura introvert a persoanelor n cauz) i 31% din subieci
sunt persoane care manifest caliti
de extravert, adic sociabilitate, nevoie de contact, degajare, impulsivitate,
nestpnire.
Aproape o jumtate din subiecii
testai prezint labilitate emoional
la nivel mediu (46%). Nivel nalt al
labilitii emoionale a fost depistat la
37% din subieci, ei manifestnd indispoziie sau dispoziie labil, tristee,
iritabilitate, violen, agitaie, meditri
inutile, sentiment de vinovie, apatie
i dificulti de contact. O dispoziie
stabil i echilibrat, degajare, calm,
stpnire de sine, siguran, capacitate
de concentrare - nivelul jos al scalei
este prezent la 17% din subieci.
n ceea ce privete scala masculinitate/feminitate, 60% din subieci
prezint trstura respectiv la nivel
mediu, nivelul jos al scalei respective (27%) reprezentnd o atitudine de
rezerv uoar din partea subiecilor,
nencredere, stare abtut, o uoar
descurajare, nencredere n sine, neplceri fizice i tulburri psihosomatice
generale, iar nivelul nalt (13%) este
90
confruntarea ca strategie comportamental (r=0,342, p=0,013), acionnd haotic fr a soluiona ns problema sau evitarea acesteia (r=0,407,
p=0,0027), recurgnd la susinere social (r=0,365, p=0,00787). Asumarea
responsabilitii pentru situaia creat
(r=0,319, p=0,0213) duce iar la creterea nivelului de emotivitate a acestora.
n schimb, persoanele cu grad nalt de sociabilitate recurg n cazuri de
stres la planificare (r=0,38, p=0,005)
i refuz evitarea situaiei de stres (r=0,34, p=0,0137). Cu ct persoanele
sunt mai sociabile, cu att mai puin
ele manifest nevrotism (r=-0,385,
p=0,0048).
Nivelul nalt de sociabilitate al subiecilor provoac creterea nivelului
de extroversiune (r=0,451, p <0,001).
Prin urmare, cu ct persoana este mai
sociabil, cu att mai uor soluioneaz starea dificil, contientiznd problema i discutnd-o cu alii, manifestnd un grad mai mare de extraversiune, deci, flexibilitate i adaptare.
Este de menionat faptul c persoanele cu caracter calm nu aleg evitarea drept strategie comportamental de coping n situaii de stres (r=0,288, p=0,0385), nu simt frustrare la
scala relaii interpersonale (r=-0,37,
p=0,006), nu manifest anxietate ca
trstur (r=-0,369, 0,007).
Cu ct crete dominarea ca trstur de personalitate cu att mai frustrate se simt persoanele la scala studii
(r=0,377, p=0,006), crete nivelul de
95
AUTORII NOTRI
96