Self-disclosure of students' abilities and psychological effects of the pandemic

• Chernyavskaya V.S.

  Valentina S. Chernyavskaya. Vladivostok State University. Vladivostok. Russ

The article dwells on the author's idea of self-disclosure of abilities. The results of an empirical longitudinal study are shown. An assumption was made that university students' professional development under such a situational factor as the pandemic should increase self-
disclosure of university students' abilities in the course of their vocational training in a higher education environment. The assumption has not been confirmed. Furthermore, the result of the longitudinal study proved that indicators of self-disclosure of students' abilities have signifi-antly decreased. The indicators of all four fundamental motivations (FM) have also decreased. Thus, the study looked into the psychological effects of the pandemic on the self-disclosure of students' abilities. Their self-disclosure was measured twice: as the number of students with
self-revealing abilities and as the number of categories reflecting abilities of verbalization through self-description. After students were divided into two groups (with and without selfdisclosure of abilities), it was found that those from the first group had higher indicators of
positive affect. They had a significantly higher level of fundamental motivation for meaning. The study has shown that self-disclosure of abilities is an important marker that identifies students individual development. Indicators of self-disclosure have dynamics similar to those of funda-
mental motivation related to meaning and the level of positive affect.
Keywords: self-disclosure of abilities, affect, students, fundamental motivations, vocational education, pandemic.