Reflexivity as a determinant of the structure of basic beliefs and their connections to the anxiety of the Psychology Department students

The relevance of the study is determined by the fact that various structures of basic beliefs are formed under the influence of the individual level of reflectiveness, which define the prospects for mastering professional knowledge by students in higher education. The aim of the research is a structural-psychological analysis of the system of beliefs and their correlations with the anxiety of psychology students with varying levels of reflectiveness. The research of A.V. Karpov, A.V. Chemyakina, V.A. Mazilov, Yu.N. Slepko, V.I. Morosanova allows us to identify the following theoretical propositions: 1) the level of development of reflectiveness at the stage of mastering a profession creates a foundation for individual prospects of professional development of a specialist; 2) reflectiveness acts as a meta-process that permeates all levels of mental activity of consciousness and ensures the success of mastering the profession. The relevance and theoretical propositions contributed to the formulation of the following research hypothesis: the individual level of reflectiveness may facilitate the manifestation of different structures of basic beliefs and their connections with anxiety in psychology students. The following diagnostic procedures were applied: the method for determining the integral level of reflectiveness developed by A.V. Karpov and V.V. Ponomareva; the personal belief questionnaire developed by R. Janoff-Bulman and adapted by M.A. Padun and A.V. Kotelnikova; and the self-assessment anxiety scale by W. Zung. The novelty of the research lies in the identified patterns: the higher the level of reflectiveness, the greater the degree of integration in the structure of basic beliefs; the higher the level of reflectiveness, the higher the degree of anxiety experienced by students; the average level of reflectiveness is the optimal level for the manifestation of an adequate belief about the self-image; a low level of reflectiveness contributes to the formation of a limited structure of basic beliefs, the components of which are not related to anxiety. In the practice of psychological work in higher education, it is advisable to implement professional selection by evaluating the level of reflectiveness, anxiety, and the structure of basic beliefs of applicants for psychology specialties. To reduce anxiety to an optimal level, students can be offered self-regulation methods, such as deep breathing techniques, relaxation, etc., and systematically maintain this level, including in study sessions. Developing individual programs for the enhancement of reflectiveness skills and anxiety reduction abilities will also be an effective practical work strategy.