TY - JOUR

T1 - СТРУКТУРА ЛИЧНОСТНОЙ ЗРЕЛОСТИ ПОЖИЛЫХ ЛЮДЕЙ, УЧАСТВУЮЩИХ В ПРОГРАММАХ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ

AU - Zavialova, Irina Yurievna

AU - Soldatova, Elena Leonidovna

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Introduction. The authors investigate functional personality development of older people in the conditions of continuing education. Purpose: to clarify the structure of personal maturity of older people participating in lifelong educational programs. Materials and Methods. The sample consisted of 306 participants aged between 55 and 82 years. The study used a psycho-diagnostic set, which includes the following methods: E. Soldatova's ego-identity structure test (modified by I.U. Zavialova); A.V. Karpov and V.V. Ponomareva's reflexivity technique; Rogers and Diamond's Social and Psychological Adaptation diagnostic technique (modified by A. K. Osnitsky). Results. In the model of personality integration of elderly person there are significant relationships between personal maturity and emotional comfort (r = 0.2, p<0.001),personal maturity and self-acceptance (r = 0.19; p<0.001), personal maturity and acceptance of others (r = 0.24, p<0.001), personal maturity and internality (r = 0.19; p < 0.001), and personal maturity and ego-identity achievement (r = 0.92; p<0.001). The empirical model of personal maturity as an integration confirms the theoretical model and the hypothesis that the ego-identity achievement is essential to the personality integration structure. Conclusions. In conclusion, it is stated that personality components specific for older people, participating in lifelong learning, in the structure of ego-integration include self-acceptance, acceptance of others, emotional comfort, internality.

AB - Introduction. The authors investigate functional personality development of older people in the conditions of continuing education. Purpose: to clarify the structure of personal maturity of older people participating in lifelong educational programs. Materials and Methods. The sample consisted of 306 participants aged between 55 and 82 years. The study used a psycho-diagnostic set, which includes the following methods: E. Soldatova's ego-identity structure test (modified by I.U. Zavialova); A.V. Karpov and V.V. Ponomareva's reflexivity technique; Rogers and Diamond's Social and Psychological Adaptation diagnostic technique (modified by A. K. Osnitsky). Results. In the model of personality integration of elderly person there are significant relationships between personal maturity and emotional comfort (r = 0.2, p<0.001),personal maturity and self-acceptance (r = 0.19; p<0.001), personal maturity and acceptance of others (r = 0.24, p<0.001), personal maturity and internality (r = 0.19; p < 0.001), and personal maturity and ego-identity achievement (r = 0.92; p<0.001). The empirical model of personal maturity as an integration confirms the theoretical model and the hypothesis that the ego-identity achievement is essential to the personality integration structure. Conclusions. In conclusion, it is stated that personality components specific for older people, participating in lifelong learning, in the structure of ego-integration include self-acceptance, acceptance of others, emotional comfort, internality.

KW - Age crisis

KW - Education for older people

KW - Identity

KW - Integration

KW - Lifelong education

KW - Personal maturity

KW - Age crisis

KW - Education for older people

KW - Identity

KW - Integration

KW - Lifelong education

KW - Personal maturity

UR - http://www.scopus.com/inward/record.url?scp=85065098861&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/structure-personal-maturity-older-people-participating-lifelong-educational-programs

U2 - 10.15293/2658-6762.1901.06

DO - 10.15293/2658-6762.1901.06

M3 - статья

AN - SCOPUS:85065098861

VL - 9

SP - 93

EP - 108

JO - Science for Education Today

JF - Science for Education Today

SN - 2226-3365

IS - 1

ER -