Reflection, self-actualization and creativity peculiarities of socio and psychologically maladjusted students

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 548-554

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

Reflection, Self-Actualization and Creativity

Peculiarities of Socio and Psychologically

Maladjusted Students

Lyudmila S. Podymova , Evgeniya V. Gots , Artemiy A. Rozhnov , Natalia V. Kovaleva ,

Nikolay A. Podymov , Lyudmila Yu. Novitskaya , Olga V. Efimova , Alexey A. Ovchinnikov

Department of Educational Psychology, Moscow State Pedagogical University, Moscow, Russia. E-mail: pod_ls@mail.ru

Department "Transport law", Russian University of Transport, Moscow, Russia. E-mail: evgeniya.goc@mail.ru

Department of Legal Regulation of Economic Activities, Financial University under the Government of the Russian Federation,

Moscow, Russia. E-mail: roartan@mail.ru

Department of Legal Regulation of Economic Activities, Financial University under the Government of the Russian Federation,

Moscow, Russia. E-mail: doktor.kovaleva.nv@yandex.ru

Department of Educational Psychology, Moscow State Pedagogical University, Moscow, Russia. E-mail: pod_na@mail.ru

Department of Legal Regulation of Economic Activities, Financial University under the Government of the Russian Federation,

Moscow, Russia. E-mail: novilu@mail.ru

Department of Civil Law Disciplines, Russian Academy of Advocacy and Notaries, Moscow, Russia. E-mail: alisa03@mail.ru

Department of Legal Regulation of Economic Activities, Financial University under the Government of the Russian Federation,

Moscow, Russia. E-mail: 89030069310@yandex.ru

Received: 29/06/2019

Accepted: 27/08/2019

Published: 29/08/2019

Abstract

Purpose of the study: The relevance of the study is conditioned by the fact that first-year students find themselves in a completely

new and unusual for them social conditions, and very often, the process of adaptation to them is unconstructive. It is important for

teachers and psychologists not only to create conditions for the effective development of the adaptive potential of the student's

personality, but also the conditions for changing the negative personal characteristics that can cause students dis-adaptation and hinder

the effective process of their professionalization and socialization in the future. The article aims to study the features of reflection, self-

actualization and creativity of first-year students associated with their socio-psychological maladjustment. Methodology: The leading

theoretical method for the study of this problem is the content analysis of scientific works related to the problem of research, allowing

a comprehensive analysis of the factors associated with the problem of socio-psychological maladjustment of first-year students.

Empirical methods were the study conducting using valid diagnostic techniques corresponding to the purpose of the study, statistical

analysis and generalization of the results. Results: The article presents the results of an empirical study of the features of reflection,

self-actualization and creativity in socially and psychologically dis-adaptive first year students at the University. It is established that

the socio-psychological maladjustment of first-year students can be caused by various factors at the physiological, social and

psychological level. Applications of this study: The materials of the article are of practical value for the development of psychological

and pedagogical programs aimed at increasing the adaptive potential of students in the process of studying at the University.

Novelty/Originality of this study: One of the main factors contributing to the appearance of the socio-psychological maladjustment is

the lack of constructive systemic reflection, values, skills and aspirations of the self-actualizing personality, as well as personal and

social creativity, motivation for self-improvement, self-realization and self-development, skills of setting and achieving goals,

understanding life prospects and the ability to adequately and creatively behave in a situation of uncertainty in social interaction.

Keywords: socio-psychological adaptation, socio-psychological maladjustment, reflection, self-actualization, creativity, first-year

students, University students.

of adaptation to them is not easy. Socio-psychological

Introduction

maladjustment at the first stage of higher education can cause

various mental disorders, including intellectual and cognitive

processes, problems in interpersonal communication

First-year students are at the stage of transition from

adolescence to youth, which in itself is a complex socio-

psychological process. In addition, having entered the

University, they find themselves in completely new and

unusual for them social conditions, and very often, the process

(

2,7,10,25), deviant behavior, psychosomatic diseases, stress

or depression, in the worst case, can cause suicide.

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 548-554

One of the most important activities of teachers and

psychologists of higher education in modern conditions is the

adaptation of students to the educational and professional

environment, their personal and professional development, the

formation of not only occupational knowledge and skills, but

also those that will contribute to the successful social and labor

life activity, construct the foundations of professionalism. At

the same time, it is necessary not only to create conditions for

the effective development of the adaptive potential of the

student's personality, but also conditions for changing the

negative personal characteristics that can interfere with the

effective process of professionalization and socialization of

students in the future.

students. A reflection activated from the outside, its excessive

saturation, excessive mobility, or, conversely, the stability of

reflexive images prevent the establishment of a harmonious

combination of the educational environment’s requirements

and the needs and capabilities of the student, which contributes

to the development of maladaptation (13,20,21).

However, reflection, being a process of understanding,

determines the attitude of the individual to both the external

and internal world, acts as a special property that expresses

consciousness and self-consciousness, the condition of the

individual’s existence in society, the process and the result of

a complex of self-awareness, self-knowledge and self-esteem,

the basis of the uniqueness and originality of the individual,

realized through his/her self-realization and self-actualization.

It is reflection that contributes to self-improvement, self-

realization, self-disclosure of the individual, taking into

account all external and internal conditions for personification

and awareness of the meaning of life. With the help of

reflection, a person analyzes, predicts, corrects, regulates

his/her behavior and is able to build it in the most effective

way. It is the features of reflection that allow a person to reveal

his/her adaptive potential, regulate and transform it,

successfully adapting to changing social conditions (3).

Reflection is the basis of the individual’s self-

actualization, as for the effective realization of oneself in life,

meaningfulness, thoughtfulness of actions, a clear awareness

of one's goals and capabilities are necessary. Reflection acts as

a mechanism for building both the goals themselves and the

behavior focused on their achievement. For self-realization

and self-improvement, for successful and effective socio-

psychological adaptation and socialization, a person should be

able to adequately use his/her ability to reflect and apply the

information obtained with its help (1,2).

There are several approaches to understanding the socio-

psychological maladjustment in modern social psychology:

It is a process that is not associated with any pathologies, the

cause of which is the situation of withdrawal from certain

habitual conditions of life activity and getting used to new

ones;

This is a process due to the interaction of the individual with

the social environment, in which there is no proper

coordination of its participants’ expectations;

It is a state characterized by internal dissonance, the cause of

which is the internal conflict between the attitudes of the

individual and his/her specific life experience (27).

Socio-psychological maladjustment is such a violation of

the interaction in the system personality – environment, in

which the processes of the individual’s adaptation to life

activity in society, providing a harmonious combination of the

requirements of society and needs, motives, interests of the

individual, become difficult or inadequate. There is

misalignment of attitude to the world and Outlook of a

personality with social values, norms and traditions, the

weakening or loss of social ties in the system personality –

social institution, resulting in the displacement from a

situation of personal development, the status of psychological

isolation in interpersonal and social relationships, loss of a

sense of belonging to society take place (4).

One of the important means of regulation of adaptation

processes of students is reflection, aimed at understanding

both the transformations of the outside world, and

intrapersonal transformations due to changes in the social

environment, including education (12,17, 25).

Reflection as a property of the human psyche particularly

actively develops at the youthful stage of its formation, which

includes the period of higher education. Reflection of the

personality is a poly-processing formation, which is based on

cognitive processes aimed at the inner world. They are

determined by the peculiarities of cognition, rethinking and

designing by the personality of his/her activity, place in it and

image as a subject of activity (26). Reflection in the formation

of personality is a realized, experienced, unique system of

ideas about yourself, on the basis of which the process of

interaction with others and the regulation of their own behavior

and activities takes place (8,11,23).

Self-actualization is

a fundamental property of a

psychologically healthy, socially and psychologically adapted

personality, which seeks to fully realize its potential, self-

develop, maintain and maximize its best features. As a process,

self-actualization implies a personal choice in favor of

personal development based on a well-established system of

values, deep reflection and an adequate image of one's self

(

29).

Self-actualization is the desire of the individual to find,

develop and realize his/her abilities, talents and opportunities

as fully as possible, and is an integrative characteristic that

involves the formation of a multi-faceted personality in the

process of education and upbringing and provides for the

presence of appropriate socializing conditions (19).

Activity associated with the self-actualization of the

individual, makes it possible to consider a person as a subject

of activity, having the ability to choose, understand and do it

with appropriate adequacy. This activity consists in the

cognition and interpretation of the perceived external and

internal world. The expansion of the possibility of

interpretation, understanding, awareness and acquisition of

new skills of social interaction for successful adaptation in

society is impossible without the use of creative abilities,

creativity of the individual in this activity (28).

A number of researchers note that reflection plays a dual

role in the process of adaptation of students to the educational

environment of the University. Such mechanisms of reflection

as mental repetition and emotionally positive reinforcement of

actions, clarity of reflexive images in the operational response

to situational changes and the creation of stable motivation

contribute to the effective socio-psychological adaptation of

Reflection is also a necessary condition for the transition

of creative activity from the level of the unconscious to the

level of awareness. This process transforms any activity,

including creative one, which becomes possible by changing

individual behaviors and bringing the real idea of oneself

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 548-554

closer to the ideal one. Creative potential (creativity) of a

person is a complex of unique abilities that allow generating

new ideas and creating new products. This is the ability to

make non-standard effective decisions based on the analysis of

available information, to go beyond stereotypes, to adapt and

self-realize (24).

- To determine the groups of students with different levels of

socio-psychological adaptation, we used the method of

diagnosis of socio-psychological adaptation of K. Rogers and

R. Diamond (9);

- the questionnaire Differential type of reflexing developed by

D.A. Leontiev and E.N. Osin (2014) was used to study the

features of reflection (18);

In Russian psychology and pedagogy creativity is

considered as the inherent ability of the individual to create,

implemented in appropriate conditions, as the ability to create

new concepts and the formation of new skills, as an internal

tendency to search-transformative attitude of the individual to

the surrounding reality, manifested through the search-

transformative activity, as the unconscious creative ability of

the individual to generate a variety of models of the world and

as a willingness to effectively realize their abilities (14).

Creativity performs a positive function in people's lives.

At the level of interpersonal communication, it helps to solve

the problems of relations with other people. In economic

terms, creativity helps to improve labor efficiency, create new

innovative financially profitable products and services, and

ways to implement them, adapt to the ever-changing market

conditions. At the social level, it meets the need for new views

and solutions to maintain social balance, to find effective

answers to the challenges of the changing political and social

situation in its society and in the world as a whole (16).

Social creativity is understood as a complex of personal

qualities that allows solving the problem situations of social

- To study the characteristics of self-actualization the

technique for diagnostics of self-actualization of A.V.

Lazukin adaptated by N.F. Kalin was used (9);

- To study the peculiarities of personal and social creativity the

technique for diagnostics of personal creativity developed by

E.E. Tunik (9) and the method of determining the personality’s

social creativity of A.V. Batarshev (2005) was used (6).

In total, the study involved 274 first-year students studying

at universities of Kazan, both in humanitarian and technical

specialties, including 153 girls and 121 young men.

According to the results of the study, a low level of social

and psychological adaptation was found among 30.19% of

students, the average level – among 33.96%, and high – among

35.85% of students, therefore, we can say that a third of first-

year students are socially and psychologically maladapted.

Results and Discussion

.1 First-Year Students’ Features of Reflexing with

Different Levels of Social and Psychological Adaptation

The study results of reflexing features among socially-

psychologically maladapted and adapted first-year students on

the questionnaire Differential type of reflection are presented

in table 1.

(

interpersonal) interaction in an original and constructive way.

Social creativity combines into a single system motivational,

communicative, intellectual, emotional and existential

parameters that are separate units of personality characteristics

and have their own value in interpersonal interaction, and the

level of formation of each of these personality parameters

determines the degree of development of social creativity (15).

As can be seen from the table, students with a low level of

socio-psychological adaptation have significantly lower

indicators of system reflexing, which is a constructive kind of

reflexing, is the ability to perceive the situation of social

interaction in a complex, taking into account the position of

the subject of interaction, and the position of the object of

interaction. It can be said that such students, compared with

successfully socially-psychologically adapted students, have a

much weaker ability to look at themselves from the outside, to

distance themselves from their own feelings, thoughts,

decisions, actions and adequately relate to other people and to

themselves in order to know themselves and work with their

inner world. In any situation, they are not able to fully see one

of its most important elements – themselves, which leads to

difficulties and failures in solving existential problems.

Socially-psychologically maladapted students have

significantly higher indicators of such an unconstructive type

of reflexing as quasi- reflexing that is, a tendency to reasoning

on abstract topics, resonant speculation and groundless

fantasies.

Research Methodology

.1 Theoretical Methods

The theoretical method of research, which allows a

comprehensive review of the degree of this problem’s

development and identify the main approaches to its

understanding and the factors that represent the target for the

correction of socio-psychological maladjustment in the student

environment, especially in the first year of study, is the content

analysis of scientific works related to the problem of socio-

psychological adaptation and criteria that determine its

characteristics at the personal-reflective and cognitive-creative

level.

.2 Empirical Methods

We conducted an empirical study aimed at studying the

personality-reflective and cognitive-creative features of

students with different levels of social and psychological

adaptation using the following techniques:

Table 1: The severity of development level of types of personality’s reflexing among first-year students with different levels of socio-

psychological adaptation (average)

Indicator

Low level

28,40

23,36

Average level

34,57

22,03

High level

40,38

25,17

System reflexing*

Introspection

Quasi-reflexing*

29,44

26,67

18,94

Note: * - a significant difference is established between the average indicators (student's T-test) between the indicators of students with low and

high level of socio-psychological adaptation (p=0.05).

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 548-554

This, most often, is a way of psychological protection –

avoiding, avoiding the problem situation, in which there is no

focus on its real, effective resolution.

successful self-actualization in society and good socio-

psychological adaptation.

According to the level of formation of another non-

constructive type of reflexing – introspection –, there were no

significant differences between socially-psychologically

maladapted and adapted students. Therefore, they are

approximately equally have tendency to focus on internal

cognitive, emotional and other mental processes and States,

which allows them to obtain material for self-understanding,

self-knowledge, but can rarely become a real new knowledge

about themselves.

3.3 Features of Personal and Social Creativity of First-

Year Students with Different Level of Social and

psychological adaptation

The study results of personal creativity features among

socially-psychologically maladapted and adapted first-year

students by the method of diagnosis of personal creativity are

presented in table 3.

The results of the study suggest that socially-

psychologically maladapted first-year students have more

pronounced characteristics of personal creativity, such as risk

appetite, less developed complexity and personal creativity in

General. They are prone to risky actions that are not justified

by the conditions of the current situation, or the possibility of

obtaining a positive effect in the future, to defend the point of

view that they consider their own, by any means, are not able

to sufficiently analyze the causes and consequences of their

actions. They are less focused on deep knowledge of various

phenomena than adapted students, they are less interested in

complex objects and ideas, difficult tasks cause a negative

reaction in them and do not cause a desire to solve them, and

if their solution is necessary, they try to use outside help. They

are not persistent in achieving their goals and strive to fulfill

their desires, satisfy their needs and solve their problems in the

easiest way.

3.2 Features of Self-Actualization among First-Year

Students with Different Level of Social and Psychological

Adaptation

The study results of the features of self-actualization

among socially-psychologically maladapted and adapted first-

year students by the method of diagnosis of personality self-

actualization are presented in table 2.

The data obtained indicate that socially and

psychologically maladapted first-year students have

significantly weaker characteristics of self-actualizing

personality, such as values, the need for knowledge, creativity,

autonomy,

self-understanding

and

flexibility

communication, and such characteristics as spontaneity are

more pronounced.

Thus, we can say that socially-psychologically maladapted

students studying in the first year of higher education, to a

much lesser extent share the values inherent in self-actualizing

personality and associated with good, truth, beauty, integrity,

uniqueness, perfection, achievements, self-sufficiency, justice,

order, the presence of which is the basis of the harmonious

existence and activity of the individual in society.

Dis-adapted first-year students tend to avoid new

experiences, they have a weaker ability to social cognition,

weakened interest in subjects and phenomena that are not

directly related to the satisfaction of their actual needs, desires

and drives, and they do not appreciate enough what they have.

They have difficult self-actualization, as poorly such its

mandatory attribute as a creative attitude to life or creativity is

developed. Poorly formed desire and ability to autonomy in

maladapted students indicate violations of the integrity and

completeness of their personality, lack of ability to self-

support, weakness of internal locus control, dependence on

other people or external circumstances, the prevalence of

negative freedom from... over positive freedom for ....

Socially-psychologically dis-adapted first-year students

are characterized by insensitivity to their own needs and

desires, misunderstanding them, a tendency to substitute their

priorities and assessments with external social standards, self-

doubt, and orientation to the opinions of other people.

Such students have difficulties in establishing friendly and

strong interpersonal relationships, for adequate self-expression

in society. They are prone to manipulative or insincere

communication, rigid, are not sure that communication with

them is interesting and brings pleasure to others that they are

attractive to those with whom they communicate.

As for personal creativity as an integral characteristic,

according to the results of the study, it can be concluded that

this characteristic among first-year students with a low level

of social and psychological adaptation is significantly weaker

than that of successfully adapted students. They are

characterized by a low level of creativity, that is, they cannot

at the proper level to perceive and generate non-standard ideas,

to solve complex problems and problem situations in non-

traditional way, go beyond traditional thinking schemes, and

create innovative products in the process of their activities.

The results of the study of social creativity features among

socially-psychologically maladapted and adapted first-year

students by the method of determining the social creativity of

the individual are presented in table 4.

The table shows that the social creativity of students with

a low level of social and psychological adaptation is also

significantly less developed than that of students with a high

level. That is, they are less able to find creative, non-standard

approaches to solving various social problems, to identifying

and solving complex problems of social life. They are less

characterized by the ability to dynamically and flexibly behave

in interpersonal interaction; they often experience situational

tension in the situation of social interaction.We can say that

dis-adapted first-year students have less social competence,

less developed social intelligence, social thinking and

imagination as cognitive components of social creativity. They

observed a weaker development of supra-situation activity,

active social cognition, and search for a new experience in

terms of social reality, the ability to transgressive actions,

expanding and changing personal social space as personal

bases of a behavioral component of social creativity. If we talk

about the personal basis of the affective component of social

creativity, such students are characterized by a reduced interest

in the social world, non-creative, convergent and weakly

emotionally colored attitude to it.

They are more prone to commit rash, sometimes

irresponsible, actions, to rash communicative reactions caused

by momentary emotions and desires, which also prevents their

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 548-554

Table 2: The intensity of personality self-actualization among first-year students with different levels of social and psychological

adaptation (average values)

Indicator

Orientation in time

Values*

Low level

6,35

6,04

Average level

6,59

6,98

High level

8,15

9,43

A look at human nature

The need for cognition*

Creativity *

Autonomy*

Spontaneity*

Self-understanding*

Self-sympathy

Contact character

5,74

6,65

8,56

6,15

10,36

6,25

9,33

12,34

8,65

5,85

9,05

10,26

8,45

6,26

7,01

12,73

11,03

12,34

7,65

9,16

8,17

8,34

10,78

10,24

9,16

10,73

12,25

Flexibility in communication*

Note: * - a significant difference is established between the average indicators (student's T-test) between the indicators of students with low and

high level of socio-psychological adaptation (p=0.05).

Table 3: The severity of personal creativity degree among first-year students with different levels of social and psychological

adaptation (average)

Low level

16,45

Average level

17,83

High level

18,59

Curiosity

Imagination

Complexity*

Tendency to risk*

Creativity*

16,06

14,87

18,87

13,27

15,64

17,23

17,02

15,73

14,46

19,22

15,33

16,92

Note: * - a significant difference is established of the average indicators (student's T-test) between the indicators of students with low and high

level of socio-psychological adaptation (p=0.05).

Table 4: The severity of social creativity degree of the individual among first-year students with different levels of social and

psychological adaptation (average)

Low level

61,35

Average level

86,84

High level

118,23

Social creativity*

Note: * - a significant difference is established of the average indicators (student's T-test) between the indicators of students with low and high

level of socio-psychological adaptation (p≤0.05).

The motivational component of social creativity is

characterized by the lack of a clearly expressed desire to

improve themselves, self-actualize and develop as a person.

The existential component is characterized by a lack of clear

life goals, meaningfulness and awareness of life, a sense of life

prospects and weak authenticity of the individual. Socially-

psychologically dis-adapted first-year students feel very

uncomfortable in situations of uncertainty, which are

unpredictable and activities in which are carried out in

incomplete and contradictory conditions, which is typical for

most situations of social interaction.

adaptive capacity of students in the first year of study to

improve their socio-psychological adaptation,

professionalization and socialization.

Based on the analysis of scientific literature on the

research topic, we concluded that the socio-psychological

maladjustment of students at the first stage of study at the

University is an integrative process that can be caused by:

At the physiological level – deviations of mental

development and neuropsychiatric diseases, the causes of

which are functional-organic lesions of the Central nervous

system;

On a psychological level – the mental and psychological

changes during the transition from the adolescent stage of

personality development to youth, as well as the individual

characteristics of the development of the psyche, such as

accentuation of character, peculiarities of emotional-

volitional, cognitive, and motivational processes;

Conclusion

The study relevance of the features of reflection, self-

actualization and creativity among first-year students with

socio-psychological maladaptation is due to the fact that the

first year of study at the University is a difficult transition

period from adolescence to youth and maladaptation at this

stage can cause various mental disorders, including intellectual

and cognitive processes, problems in interpersonal

communication, deviant behavior, psychosomatic diseases,

stress or depression, in the worst case can cause suicide. It is

important to study all the necessary targets to improve the

aAt the social level – the difficulties of adaptation to the new

social environment of the University and to the new social role

of the student, possible deformations of value orientations,

moral and ethical standards, a tendency to deviant behavior

that arose at an earlier stage of personal development.

Theoretical analysis of scientific research has led to the

conclusion that one of the important factors determining the

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 548-554

success or failure of socio-psychological adaptation, being

adapted or maladaptation of the individual, are the features of

reflexing, self-actualization and creativity.

3. Artsimovich, I.V. Unity and interrelation of reflection and

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state linguistic University. 2008; 5: 44-48.

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Empirical research has shown that to increase the level of

socio-psychological adaptation of maladapted first-year

students, it is necessary in psychological and pedagogical

activity to focus on changing such features of their reflection

as the formation of skills of constructive systemic reflection,

increasing the ability to perceive any complex situation of

social interaction, both from the perspective of the subject and

the object of interaction. It is important to reduce the tendency

to reasoning on abstract topics and unfounded fantasies instead

of focusing on the real, effective resolution of problem

situations, to teach them to look at the situation and themselves

in it from the outside, to adequately relate to other people and

to themselves in order to know themselves and work with their

inner world.

In the aspect of self-actualization, it is necessary to instill

in socially-psychologically maladapted first-year students the

values inherent in the self-actualizing personality, the presence

of which is the basis of the harmonious existence and activity

of the individual in society. It is necessary to form their interest

and ability to social knowledge, to autonomy in thinking,

behavior and activities, to an adequate understanding of their

own needs and priorities, to adequate self-expression and

building friendly and strong interpersonal relationships, to

commit deliberate actions and appropriate emotional and

communicative response in any situation.

As for creativity, in order to improve the socio-

psychological adaptation of first-year students, it is important

to develop their creative abilities, the ability to non-standard

solutions to various problems and the generation of innovative

ideas, go beyond traditional thinking schemes. It is necessary

to build up their social competence, social intelligence, social

thinking and imagination, supra-situation activity, social

cognition, and increase their interest in social world and to

develop divergent emotional attitude. In addition, it is

necessary to form a stable motivation for self-improvement,

self-realization and self-development, skills of setting and

achieving goals, understanding of life prospects and the ability

to adequately and creatively behave in a situation of

uncertainty in social interaction.

The study of psychological characteristics of maladjusted

students in the first year of study is necessary to improve the

efficiency of university educational and socializing activities,

building effective and constructive trajectories of their socio-

psychological adaptation. The materials of the article can be

useful for psychologists, University teachers, curators of

student groups and are of practical importance for the

development of psychological and pedagogical programs

aimed at improving the students’ adaptive capacity in the

process of studying at the University.

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