CADETS’ PSYCHOLOGICAL WELL-BEING DURING TRAINING PERIOD AT MILITARY INSTITUTIONS OF HIGHER EDUCATION

Abstract

This empirical study describes factors that facilitate/impede the psychological wellbeing of cadets studying at Ukrainian military institutions of higher education. The preference was given to the psycholinguistic method of research, namely the free associative experiment. We argue that the most important factor for cadets’ psychological well-being is self-acceptance. When cadets correlate their self-image with professional military activity they develop healthy self-esteem and they are characterized by positive emotional states. Cadets’ failure to identify themselves with professional military activity leads to the predominance of negative emotional states. Factors such as some opportunities for personal growth and the increases the probabilities of achievement of the vital purposes are characterized by their correlation with positive aspects of cadets’ psychological well-being. A favorable psychological atmosphere in collective is another factor of cadet’s psychological well-being. The exceptions are those cadets who have inflated demands and expectations, or cadets with victim mentality. Factors such as autonomy and environmental management are characterized by their correlation with negative aspects of cadets’ psychological well-being. The high-risk category is cadets who enter the military institutions having ideal vision about military service that does not accord with reality, cadets for whom the decision to study in some military institution is made by their parents against their will, and cadets who join the army under pressure of life circumstances. The lack of personal autonomy and the inability to independently control one’s life can result in health disorders, as indicated by cadet’s emotional states of weariness, despondency, melancholy, hopelessness.