Mental states accompanying formation of research activity of young scientists

The research objective was to study emotional and cognitive components of dominant experiences reflecting the psychological barriers accompanying research activity of young scientists. 129 postgraduate students and masters of higher education institutions of Tomsk, aged from 21 to 35 years, 53 male, 76 female persons participated in the study. Research methods were the following: the State-Trait Anxiety Inventory by C.D. Spielberger (adjusted by Yu.L. Khanin); the method of semantic differential adjusted to research problems; among processing methods were content analysis and mathematical statistics. As a result moderate severity of state anxiety in the process of research activity was found among the half of respondents. However, 37% of the young scientists estimate the process of research work as a difficult and significant activity which causes subjective discomfort, excessive intensity and anxiety. A significantly higher level of anxiety in the process of research work is shown in female sample. The main semantic categories of the most frequently experienced emotions of the young scientists were identified. These are "Emotions of expectation and prognosis" (anxiety, agitation, despair), "Emotions of satisfaction" (satisfaction, pleasure), "Intellectual emotions" (interest, concentration), "Emotions of frustration" (disappointment, sadness). Semantic categories of significant thoughts are most frequently associated with performance of research activity, estimation of their own mental state and the attitude toward scientific work, doubts and difficulties, problem of time management, understanding the sense of research work. Absence and inadequacy of understanding the sense of research work among young scientists, fixing the emotions of frustration and, in general, negative mental states associated with difficulties and doubts can act as psychological barriers. Satisfaction, pleasure and interest which are predominant among all revealed emotional experiences can act as motivating factors and resources of overcoming the psychological barriers at the orientation stage of research activity.

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