«Личность: ресурсы и потенциал» | Выпуски журнала

This article is devoted to conceptualizing the changing role of professional and career development in the public authority system, the issues of modernizing the managerial elite, and the creation of conditions for unlocking of managerial potential and professional self-realization of SMO (special military operation) participants within the public authority system. The study emphasizes the need to consider professional development and career building through a new worldview lens ˗ based on ecosystemic and human-centric approaches and the anthropocentric transformation of andragogical practices, including continuing professional education, which ensures the attainment of new planned outcomes (socially significant results). Based on the analysis of the regional program “Our Heroes” («Nashi Geroi»), the article examines a model for cooperation and partnership network development, as well as the integration of new professional development approaches and tools within an educational program. These elements enable the achievement of a synergetic effect, contributing to the accelerated professionalization of SMO participants and increasing their readiness to tackle new managerial tasks.

The purpose of the article is to study the features of using complex resource analysis as a tool for identifying the managerial potential of participants in the special military operation (hereinafter-abbreviated ˗ SMO). The practical basis of the research is formed by the results of a comprehensive resource analysis of 120 duty members and veterans of the SMO who underwent a personal and professional diagnostics system implemented in the Udmurt Republic as a part of the personnel program for SMO participants. It has been established that the presence of post-traumatic stress disorder in participants of SMO may affect the process of comprehensive resource analysis and its results. A two-stage model of using integrated resource analysis is proposed to evaluate the managerial potential and managerial readiness of participants of SMO undergoing a psychological transformation during their transition from military service to civilian life. The practical application of this model helps to reduce the potential impact of post-traumatic stress disorder on the results of comprehensive resource diagnostics of military personnel.

The article presents the results of an empirical study on the perceptions of old age and life-meaning orientations among middle-aged individuals using various types of anti-aging cosmetic procedures. The research methods included a researcher-developed questionnaire designed to collect socio-biographical data and clarify subjective attitudes toward age-related changes, the «Semantic Differential of Old Age» to assess the semantics of attitudes toward various life stages, and the «Life-Meaning Orientations» test. Based on a sample of 57 individuals aged 25–65, it is shown that the choice of procedure type (topical, minimally invasive, or surgical) is associated with distinct patterns of psychological functioning in the context of experiencing age-related changes. It has been established that an increase in the invasiveness of procedures correlates with a more negative perception of old age, a decline in the perceived meaning of the current life process, and a dissociation of the time perspective. The study expands current understanding of the psychological characteristics of individuals undergoing various anti-aging procedures. The results are interpreted through the lens of adult psychological development and contribute to the field of developmental psychology. The findings can be used to develop psychological support programs for patients seeking services at plastic surgery and aesthetic cosmetology clinics.

The article presents the results of an empirical study aimed at testing the potential correlation between adult psychological well-being and their social expectations regarding educational products. The relevance of the study is due to the growing number of short-term educational programs presented on social media and the increasing demand for them. To assess psychological well-being, Ryff’s Scales of Psychological Well-being was used, while social expectations were identified through a researcher-developed questionnaire. A total of 147 adult social media users participated in the study. A negative correlation has been found between the frequency of forming non-rationalized expectations and the «environmental mastery» component of psychological well-being. It has been established that a high level of psychological well-being determines a more conscious approach to the learning process itself and contributes to a higher degree of expectation fulfillment.
The multidimensional nature of social expectations as personality constructs that form and change throughout the lifespan has been confirmed. The findings can be applied in psychotherapeutic practice at the stage of selecting tools for addressing an individual’s internal challenges.

The article examines the socio-psychological characteristics of young professionals’ professional identity in the context of digital transformation. The changing conditions of professional development, the expansion of digital interaction, and the increasing uncertainty of professional roles and success criteria drive the relevance of the study. The empirical study was conducted on a sample of 80 young professionals aged 22 to 35 (n=80). The study employed a multi-method approach, including psychodiagnostic assessment of professional identity levels and its structural components (cognitive, value-semantic, and evaluative), alongside statistical data processing (descriptive statistics and correlation analysis at p ≤ 0.05) using standard software packages. The theoretical foundations for identifying the components and analyzing the value-semantic aspects are based on the works of Wang B., Liu Y., Qian J., and Parker S.K., as well as E.N. Korchagin and A.V. Lobanova. The findings indicate a moderate level of professional identity among young professionals and its structural heterogeneity, manifested in varying degrees of development across its cognitive, value-semantic, and evaluative components. It is shown that digital transformation serves as a significant contextual factor that increases the variability of professional perceptions and influences the process of professional identity development.

The article is devoted to analyzing theoretical approaches to the study of socio-psychological factors of cyberaggression among students. The phenomenon of aggression is examined through the history of science, alongside social and environmental factors of cyberaggression; an analysis is conducted of research on personality, cognitive, and situational factors of cyberaggression among students. A synthesis of research findings indicates that different types of cyberaggression have distinct psychological underpinnings, thereby confirming the complex determination of this phenomenon. The theoretical analysis allows for drawing conclusions about the specific functioning of various factors that drive the development and manifestation of cyberaggression among students. It is shown that social and environmental factors create a breeding ground for cyberaggression, not merely provoking it, but also shaping its perception as an acceptable form of communication and self-assertion. Personality factors of student cyberaggression include a specific combination of Big Five traits (low agreeableness and conscientiousness, high neuroticism), a focus on individualistic values coupled with a lack of self-restraint, and the selectivity and rationalization of moral foundations. The personality factors behind student cyberaggression include a specific combination of the «Big Five» traits (low agreeableness and conscientiousness, high neuroticism), a focus on individualistic values with a lack of self-restraint, and selectivity and rationalization of moral foundations. Cognitive and situational factors serve as direct triggers for an aggressive act.

The article provides a methodological substantiation for the integration of the competency-based approach and comprehensive resource analysis into the training system for managerial personnel in modern Russia. In the context of structural reforms in higher education and technological challenges, the authors highlight the necessity of transitioning from a traditional qualification-based model to a system for developing key competencies. Particular attention is paid to the methodology of comprehensive resource analysis developed at the Faculty of Evaluation and Development of Managerial Human Resources of the Graduate School of Public Management at the Presidential Academy. This methodology enables the integral diagnostics of future managers’ personal potential through their resource component. It is shown that comprehensive resource analysis serves as a core tool, ensuring a transition from assessing managers’ knowledge to evaluating their ability to mobilize and apply personal resources in professional activities.