title: ÐÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ Ð¾ Ð»ÑÐ±Ð²Ð¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ñ ÑÐ°Ð·Ð½ÑÐ¼ ÑÑÐ¾Ð²Ð½ÐµÐ¼ ÑÐ¾ÑÐ¸Ð°Ð»ÑÐ½Ð¾Ð¹ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÐ¸
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Representations of love among students with different levels of social anxiety
Creators: name: Ð¡ÐµÐ´ÑÐ½Ð¾Ð²Ð°, Ð£Ð»ÑÑÐ½Ð°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2023
Subjects: Ð»ÑÐ±Ð¾Ð²Ñ
Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ Ð¾ Ð»ÑÐ±Ð²Ð¸
ÑÐ¾ÑÐ¸Ð°Ð»ÑÐ½Ð°Ñ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÑ
ÑÑÐ¾Ð²ÐµÐ½Ñ ÑÐ¾ÑÐ¸Ð°Ð»ÑÐ½Ð¾Ð¹ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÐ¸
ÑÑÑÐ´ÐµÐ½ÑÑ
love
representations of love
social anxiety
level of social anxiety
students

description: ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð¾ Ð»ÑÐ±Ð²Ð¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð²ÑÐ·Ð¾Ð² Ð Ð¾ÑÑÐ¸Ð¸ Ñ ÑÐ°Ð·Ð½ÑÐ¼ ÑÑÐ¾Ð²Ð½ÐµÐ¼ ÑÐ¾ÑÐ¸Ð°Ð»ÑÐ½Ð¾Ð¹ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÐ¸. Ð Ð¿ÑÐ¾ÑÐµÑÑÐµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ Ð°Ð½Ð°Ð»Ð¸Ð· Ð¿ÑÐ¸ÑÐ¾Ð»Ð¾Ð³Ð¾-Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ð¹ Ð»Ð¸ÑÐµÑÐ°ÑÑÑÑ Ð¿Ð¾ ÑÐµÐ¼Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ, Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð° Ð´Ð¸Ð°Ð³Ð½Ð¾ÑÑÐ¸ÐºÐ° Ð¿Ð¾ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ°Ð¼: 1. Ð¨ÐºÐ°Ð»Ð° Ð¾ÑÐµÐ½ÐºÐ¸ ÑÐ¾ÑÐ¸Ð°Ð»ÑÐ½Ð¾Ð¹ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÐ¸ ÐÐµÐ¹Ð±Ð¾Ð²Ð¸ÑÐ° (LSAS), Ð² Ð°Ð´Ð°Ð¿ÑÐ°ÑÐ¸Ð¸ Ð.Ð. ÐÑÐ¸Ð³Ð¾ÑÑÐµÐ²Ð¾Ð¹, Ð¡.Ð. ÐÐ½Ð¸ÐºÐ¾Ð»Ð¾Ð¿Ð¾Ð²Ð°. 2. ÐÐ¿ÑÐ¾ÑÐ½Ð¸Ðº Â«ÐÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ Ð¾ Ð»ÑÐ±Ð²Ð¸Â». ÐÐ²ÑÐ¾ÑÑ: Ð.Ð. ÐÐ¶Ð¸Ð´Ð°ÑÑÑÐ½, Ð.Ð. ÐÐµÐ»Ð¾Ð²Ð¾Ð», Ð.Ð. ÐÐ°ÑÐ»Ð¾Ð²Ð°. 3. ÐÑÑÐ¾ÑÐ¸Ð°ÑÐ¸Ð²Ð½ÑÐ¹ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½Ñ (Ð°Ð²ÑÐ¾ÑÑÐºÐ¸Ð¹ Ð²Ð°ÑÐ¸Ð°Ð½Ñ). 4. Ð¡ÐµÐ¼Ð°Ð½ÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð´Ð¸ÑÑÐµÑÐµÐ½ÑÐ¸Ð°Ð». ÐÐ²ÑÐ¾Ñ: Ð§. ÐÑÐ³ÑÐ´. 5. ÐÐ²ÑÐ¾ÑÑÐºÐ°Ñ Ð°Ð½ÐºÐµÑÐ°, Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð½Ð°Ñ Ð½Ð° Ð¸Ð·ÑÑÐµÐ½Ð¸Ðµ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð¾ Ð»ÑÐ±Ð²Ð¸ Ð¸ ÑÐ¾Ð¼Ð°Ð½ÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð¾ÑÐ½Ð¾ÑÐµÐ½Ð¸ÑÑ, Ð¾Ð± Ð¸Ñ Ð²Ð»Ð¸ÑÐ½Ð¸Ð¸ Ð½Ð° ÑÐµÐ»Ð¾Ð²ÐµÐºÐ°. ÐÑÐ¾Ð²ÐµÐ´ÐµÐ½ ÑÐ°ÐºÑÐ¾ÑÐ½ÑÐ¹ Ð°Ð½Ð°Ð»Ð¸Ð· Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð² Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ¸ Â«Ð¡ÐµÐ¼Ð°Ð½ÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð´Ð¸ÑÑÐµÑÐµÐ½ÑÐ¸Ð°Ð»Â» Ð¸ ÐºÐ»Ð°ÑÑÐµÑÐ½ÑÐ¹ Ð°Ð½Ð°Ð»Ð¸Ð· Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð² Â«ÐÑÑÐ¾ÑÐ¸Ð°ÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐ°Â». Ð¡ Ð¿Ð¾Ð¼Ð¾ÑÑÑ H-ÐºÑÐ¸ÑÐµÑÐ¸Ñ ÐÑÐ°ÑÐºÐµÐ»Ð°-Ð£Ð¾Ð»Ð»Ð¸ÑÐ° ÑÑÑÐ°Ð½Ð¾Ð²Ð»ÐµÐ½Ñ Ð´Ð¾ÑÑÐ¾Ð²ÐµÑÐ½ÑÐµ ÑÐ°Ð·Ð»Ð¸ÑÐ¸Ñ Ð² ÐºÐ¾Ð¼Ð¿Ð¾Ð½ÐµÐ½ÑÐ°Ñ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð¾ Ð»ÑÐ±Ð²Ð¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ñ ÑÐ°Ð·Ð½ÑÐ¼ ÑÑÐ¾Ð²Ð½ÐµÐ¼ ÑÐ¾ÑÐ¸Ð°Ð»ÑÐ½Ð¾Ð¹ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÐ¸. ÐÑÐ¾Ð²ÐµÐ´ÐµÐ½ ÐºÐ¾ÑÑÐµÐ»ÑÑÐ¸Ð¾Ð½Ð½ÑÐ¹ Ð°Ð½Ð°Ð»Ð¸Ð· Ð¼ÐµÐ¶Ð´Ñ ÐºÐ¾Ð¼Ð¿Ð¾Ð½ÐµÐ½ÑÐ°Ð¼Ð¸, Ð²ÑÑÐ²Ð»ÐµÐ½Ñ Ð·Ð½Ð°ÑÐ¸Ð¼ÑÐµ ÑÐ²ÑÐ·Ð¸ Ð¸ Ð²ÑÐ´ÐµÐ»ÐµÐ½Ñ ÑÐ¸ÑÑÐµÐ¼Ð¾Ð¾Ð±ÑÐ°Ð·ÑÑÑÐ¸Ðµ ÐºÐ¾Ð¼Ð¿Ð¾Ð½ÐµÐ½ÑÑ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð¾ Ð»ÑÐ±Ð²Ð¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² ÑÐ°ÑÑÐ¼Ð°ÑÑÐ¸Ð²Ð°ÐµÐ¼ÑÑ Ð³ÑÑÐ¿Ð¿.
description: This work is devoted to the study of representations of love in Russian university students with different levels of social anxiety. In the process of research conducted an analysis of psychological and pedagogical literature on the topic of research, carried out diagnostics by methods: 1. Leibovich Social Anxiety Scale (LSAS), as adapted by I.V. Grigorieva and S.N. Enikolopov. 2. Questionnaire Â«Perceptions of Loveâ. Authors: I.A. Dzhidaryan, E.V. Belovol, O.V. Maslova. 3. Associative experiment (authors version). 4. Semantic differential. Author: C. Osgood. 5. Authors questionnaire aimed at studying ideas about love and romantic relationships, about their influence on a person. Factor analysis based on the results of the method "Semantic differential" and cluster analysis based on the results of "associative experiment" were conducted. Using the Kruskal-Wallis criterion, significant differences in the components of students representations of love with different levels of social anxiety were established. Correlation analysis between the components was carried out, significant relationships were revealed and the system-forming components of students representations of love in the groups under consideration were singled out.