The Present Condition of Preparedness for the Development of

Family Life

Nuriddin Safaev, Zulfiya Kamalova

and Gulnora Ziyavitdinova

National University of Uzbekistan, Tashkent, Uzbekistan

Keywords Preparation for Family Life, Value, Emotional-Interpersonal, Cognitive-Behavioral, Component, Family Life,

Family.

Abstract The pandemic-induced global economic downturn has instigated multifaceted repercussions, notably

affecting familial dynamics. This study explores the impact on familial relationships, revealing an escalation

in conflicts and a decline in overall family life quality. These trends potentially contribute to dysfunctional

families, increased divorces, and a rise in single-parent households. Despite these challenges, the family

remains pivotal for nurturing relationships, moral growth, and shaping well-rounded individuals for society.

An empirical study involving 288 unmarried students aged 18 to 26 was conducted, evaluating their readiness

for family life across three key components: values, emotional-interpersonal skills, and cognitive-behavioral

attributes. Results showed a majority exhibiting below-average readiness across these components, with no

students demonstrating high readiness levels. Correlation analysis indicated that age and educational

progression didn't positively impact readiness for family life. Interestingly, love's importance diminished with

age and study progress, while the significance of a happy family life increased, reflecting evolving life

aspirations. These findings stress the urgency of devising strategies to enhance family life readiness,

acknowledging its current developmental state.

1 INTRODUCTION

The pandemic-induced global economic downturn

has indeed had less than ideal impacts on all sectors

of modern society, including the functioning of the

family unit. In these circumstances, familial

relationships are marked by unsettling trends, a key

issue being a considerable escalation in everyday

conflicts and a consequent decrease in overall family

life quality. These factors could lead to a rise in

dysfunctional families, an increase in divorces, and

hence, a growth in single-parent families.

However, the role and significance of the family are

paramount. It serves as a beacon of hope for

humanising relationships, moral rejuvenation, and the

development of a balanced, well-rounded young

individual for society. The family holds relevance for

both the youth of today and society at large. It is the

primary social institution that integrates a new

societal member, and within which this member is

socialised. If there is a disruption in the normal

Corresponding author

process of a young individual's socialisation, it

manifests as social maladjustment or antisocial

behaviour. The dominance of authoritarian methods

of family education and the infringement of children's

rights can hinder or even render the process of

socialisation impossible. The family is the primary

group in which a child encounters others and learns

to interact and communicate effectively. The family

has been and continues to be the most crucial social

institution of human society as a whole, through

which each parent has a real opportunity to perpetuate

and continue their legacy in their offspring

(Andreyeva T.V. (2007), Prosekov V.M. (2011)).

2 METHODS

To evaluate the current state of students' readiness for

family life, we conducted an empirical study

involving a total of 288 unmarried students. These

included both females (51.7%, 149 individuals) and

males (48.3%, 139 individuals), aged between 18 and

Safaev, N., Kamalova, Z. and Ziyavitdinova, G.

The Present Condition of Preparedness for the Development of Family Life.

DOI: 10.5220/0012477500003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 64-69

ISBN: 978-989-758-687-3

26 years. The age group distribution was as follows:

18 to 20-year-olds made up 27.1% (78 individuals),

21 to 23-year-olds accounted for 47.9% (138

individuals), and 24 to 26-year-olds comprised 25%

(72 individuals). These participants were enrolled in

various courses at a higher education institution.

Figure 1: Criteria for Evaluating Student Readiness for Family Life.

To tackle the psychological diagnostic challenges of

the empirical research, we identified the following

criteria to assess the students' readiness for family

life, based on the components of the content.

The research conducted indicates that the readiness of

students for family life is a rather complex process, as

there isn't a universally applicable methodology for

psychological diagnostics within integrative

education. Therefore, to empirically identify the

development levels of students’ preparedness for

family life, considering the previously identified

content components for the assessment criteria, we

selected and implemented the following diagnostic

tools that have proven effective in practice:

- For the value content component, we utilised B.S.

Kruglov's Methodology for determining the

formation of value orientations Grechanaya T.B.,

Ivanova L.Yu., Kolesova L.S. (2015));

- For the emotional and interpersonal content

component, we used M.Snyder's Self-Control in

Communication Assessment Questionnaire (Karelin

A. (2007).), V.V.Boyko's Emotional Barriers in

Interpersonal Communication Diagnostics

Questionnaire (Fetiskin N.P., Kozlov V.V.,

Manuylov G.M. (2002)), A.V. Karpov's Reflexivity

Development Level Diagnostics Questionnaire

(Karpov A.V. (2003)), and O.L.Goncharov's Express

Diagnostics Questionnaire for Identifying the Level

of Conflict ((Fetiskin N.P., Kozlov V.V., Manuylov

G.M. (2002));

- For the cognitive-behavioural content component,

we utilised A.V.Zverkov and E.V.Eidman's Willful

Self-Regulation Study Questionnaire (Ziyavitdinova

G. (2019)., Orlova I.N. and Dontsov D.A. (2012)) and

Y.Z.Gilbukh's Personal Maturity Test Questionnaire

(Gilbukh Yu.Z. (1994).

3 RESULTS AND DISCUSSION

In the initial stage, following a comprehensive

psychological diagnostic assessment (comprising

seven methods), the advancement of each content

element of a student's preparedness for family life is

determined. To facilitate this, 12 criterion

coefficients, reflecting the readiness criteria for

content components, are computed. These include the

value content component with 6 criteria evaluated

READINESS FOR FAMILY LIFE

VALUE CONTENT COMPONENT:

self-confidence;

love;

happy family life;

sensitivity;

rationalism;

strong will.

EMOTIONAL-INTERPERSONAL CONTENT COMPONENT:

self-control in communication;

emotional effectiveness in communication;

ability to communicative reflection;

the level of conflict.

COGNITIVE-BEHAVIORAL CONTENT COMPONENT:

the level of development of volitional self-regulation;

level of development of personal maturity.

The Present Condition of Preparedness for the Development of Family Life

using one method, the emotional-interpersonal

content component with 4 criteria evaluated using

four methods, and the cognitive-behavioural content

component with 2 criteria evaluated using two

methods.

According to the results of the psychological

diagnostic examination utilising B.S. Kruglov's

Methodology for determining the formation of value

orientations, coupled with the application of a

prepared generalising mechanism, it emerged that for

the majority of students (64.9%, 187 individuals), the

development of the value content component for

readiness for family life is below the average level. A

low level of development was observed in 2.1% (6

individuals) of students, while an average level was

noted in 33% (95 individuals). Significantly, no

students were identified with above-average or high

levels of development.

An exploration of the emotional and interpersonal

content component of readiness for family life was

conducted via a survey utilising M. Snyder's Self-

Control in Communication Assessment

Questionnaire, V.V. Boyko's Emotional Barriers in

Interpersonal Communication Diagnostics

Questionnaire, A.V. Karpov's Reflexivity

Development Level Diagnostics Questionnaire, and

O.L. Goncharov's Express Diagnostics Questionnaire

for Identifying the Level of Conflict. Following this,

it was revealed that the majority of respondents

(82.3%, 237 individuals) exhibited a below-average

level of development in the emotional-interpersonal

content component. Those with an average level

constituted 16.7% (48 individuals), and those with

low and above-average levels were found to be 0.7%

(2 individuals) and 0.3% (1 individual) respectively.

Notably, no students were identified with a high level

of development in this aspect.

Figure 2: Correlation analysis of the comprehensive

psychological diagnostic examination results

The final investigation, concerning the cognitive-

behavioural content component of readiness for

family life, was based on the Willful Self-Regulation

Study Questionnaire by A.V. Zverkov and E.V.

Eidman, as well as the Personal Maturity Test

Questionnaire by Y.Z. Gilbukh. The results of this

study revealed that most students (85.1%, 245

individuals) have a below-average development level

in the cognitive-behavioural content component of

readiness. An average development level was

identified in 11.5% (33 individuals) of respondents,

while those with above-average and low levels were

found to be 0.7% (2 individuals) and 2.8% (8

individuals) respectively.

This comprehensive study of content components of

the subject matter provided insight into the current

state of student readiness for family life. The majority

of participants (55.6%, 160 individuals) displayed a

below-average level of readiness for family life.

Simultaneously, 44.4% (128 individuals) showed an

average level of readiness. Importantly, no students

were identified with low, above-average or high

levels of readiness for family life.

A correlation analysis of the comprehensive

psychological diagnostic examination results, using

the nonparametric Spearman's criterion, enabled the

identification of several pertinent relationships,

which are of considerable importance in this study.

Notably, the indicators of value coefficients,

cognitive-behavioural content components, along

with the overall development level of students'

readiness for family life, exhibit a substantial

negative correlation with both the age and educational

progression of the subjects under examination (r = -

0.30; r = -0.24; r= -0.13 at p<0.050). These

statistically significant relationships essentially

reflect the fact that an increase in age and,

correspondingly, progression through higher

education, do not have a substantial positive impact

on the development level of students' readiness for

family life. Overall, these indicators tend to

deteriorate with increasing age and advancement

through the course of study.

Contrarily, the observed correlations between the

emotional-interpersonal content component of

readiness for family life, and both the age of students

and their course of study, are positive (r = 0.18 at

p<0.050). This suggests that this content component

develops concurrently with an increase in both the

age of students and their course of study. This trend

is supported by the significant positive correlation

identified between the level of conflict (as assessed

by O.L.Goncharov's Express Diagnostics

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

Questionnaire for Identifying the Level of Conflict) -

an integral part of the emotional and interpersonal

content component - and both student age and course

progression (r = 0.39; r = 0.60 at p<0.050). Thus, as

age and course progression increase, the level of

conflict tends to decrease, with students generally

becoming less conflictual. As they gain experience,

their ability to constructively resolve problematic

issues in communicative contacts and interactions

develops.

Additionally, the notable negative correlations

identified between indicators of love (using B.S.

Kruglov's Methodology for Determining the

Formation of Value Orientations) and both age and

course progression (r = -0.82; r = -0.61 at p<0.050)

reveal a concerning trend. This reflects the fact that

for contemporary students, love as a vital value tends

to lose its significance with increasing age and course

progression, becoming less relevant in their lives and

life planning.

Conversely, the significant positive correlations

identified between indicators of a happy family life

(again using B.S. Kruglov's methodology) and both

age and course progression (r = 0.64; r = 0.90 at

p<0.050), indicate highly positive trends. These

correlations suggest that a happy family life, as a life

value, becomes increasingly significant with age and

course progression, reflecting the long-term life

perspectives of modern students (Table 1).

Table 1: Correlation analysis results of a comprehensive psychological diagnostic examination according to the nonparametric

Spearman’s test (n=288).

Names of comparison indicators

Correlation coefficient by

Spearman R at p<0,050

Coefficient of the first content component (CCC) & Age -0,306291

Coefficient of the first content component (CCC) & Course of study -0,304765

Age & Love (Methodology for determining the formation of value

orientations by B.S. Kruglov)

-0,823160

Course of study & Love (Methodology for determining the formation of

value orientations by B.S. Kruglov)

-0,612021

Course of study & Happy family life (Methodology for determining the

formation of value orientations by B.S. Kruglov)

0,641210

Age & Happy family life (Methodology for determining the formation

of value orientations by B.S. Kruglov)

0,906820

Coefficient of the second content component (CCC) & Age 0,184777

Coefficient of the second content component (CCC) & Course of study 0,185087

Level of conflict (Questionnaire for express diagnostics of identifying

the level of conflict by O.L. Goncharov) & Age

0,399646

Level of conflict (Questionnaire for express diagnostics of identifying

the level of conflict by O.L. Goncharov) & Course of stud

0,606695

Coefficient of the third content component (CCC) & Age -0,249255

Coefficient of the third content component (CCC) & Course of study -0,208994

The level of development of readiness for family life (CR) & Age -0,131287

The level of development of readiness for family life (CR) & Course of

study

-0,131180

The Present Condition of Preparedness for the Development of Family Life

Thus, based on the analysis presented above and the

uncovered component structure of the study's subject,

it seems appropriate to define twelve assessment

criteria (self-assurance, love, fulfilling family life,

sensitivity, rationality, robust will, self-control in

communication, emotional efficacy in

communication, capacity for communicative

reflection, level of conflict, level of volitional self-

regulation development, and level of personal

maturity development). Each of these refers to the

corresponding content component and collectively

illustrates students' readiness for family life.

To conduct a practical investigation into the subject

matter, we selected a psychological diagnostic

complex that comprises seven proven methods,

aligned with the chosen criteria. To suitably

summarise the results acquired through diverse tools,

and to translate them into a unified measurement

system that draws conclusions regarding the level of

readiness for family life, a unique synthesising

mechanism was prepared. This mechanism enables

the calculation of twelve criterion coefficients (six for

the value content component, four for the emotional-

interpersonal content component, and two for the

cognitive-behavioural content component). It also

facilitates the calculation of three content component

development coefficients for students' readiness for

family life (value content component, emotional-

interpersonal content component, cognitive-

behavioural content component), as well as the total

coefficient of readiness for family life. Furthermore,

this mechanism supports interpreting the obtained

results using a five-level gradation.

An extensive psychological diagnostic examination

(n=288) allowed us to ascertain that the majority of

students (55.6%, 160 individuals) exhibit a below-

average level of readiness for family life. For 44.4%

(128 individuals), this attribute is developed to an

average level, whereas no participants showed above-

average or high levels of readiness. A correlation

analysis of the comprehensive psychological

diagnostic examination results (n=288) using

Spearman’s nonparametric test unveiled statistically

significant relationships. These relationships

essentially indicate the lack of a positive impact from

students' increasing age or their progress in their

course of study on the level of development of

readiness for family life (r = -0.30; r=-0.24; r=-0.13

at p<0.050).

Additionally, as students age and progress in their

course of study, love, a vital value, appears to recede

in their life plans (r = -0.82; r = -0.61 at p<0.050). In

contrast, the significance of a happy family life seems

to increase as they grow older and advance in their

studies (r = 0.64; r = 0.90 at p<0.050), indicating a

long-term life aspiration.

The empirically obtained results affirm the high

relevance of this ongoing research and further

underscore the urgency of devising effective

strategies for fostering and enhancing readiness for

family life, taking into account its current

developmental state (Bototova J.A., Kostrikova

Yu.V., Radchenlo E.A., Rakhmanova M.N. (2016)).

4 CONCLUSION

An exploration into the structure of student readiness

for family life offers these conclusions:

Evaluating various scientific perspectives regarding

the qualitative characteristics of the phenomenon

under examination enables us to distinguish the

following comprehensive content components in

student readiness for family life: firstly, the value

component; secondly, the emotional-interpersonal

component; and thirdly, the cognitive-behavioural

component. These identified facets of student

readiness for family life are conditional, their

foundational content being interdependent; that is,

they are intimately intertwined, complementing one

another.

A thorough psychological diagnostic examination

(n=288) showed that the majority of students (55.6%,

160 individuals) possess a level of readiness for

family life that is below average. For 44.4% (128

individuals) of the students, this trait is developed to

an average extent, whereas no students were found to

possess an above-average or high level of readiness.

Utilising Spearman’s nonparametric test to perform a

correlation analysis of the results from the

comprehensive psychological diagnostic examination

(n=288) enabled the identification of statistically

significant relationships. Essentially, these reflect the

absence of a positive effect from increasing student

age or extending their period of study on their level

of readiness for family life (r = -0.30; r=-0.24; r=-0.13

at p<0.050).

Furthermore, as students age and advance in their

course of study, the importance of love as a vital value

diminishes, becoming less significant in their life

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

plans (r = -0.82; r = -0.61 at p<0.050). Conversely,

the significance of a happy family life increases with

age and further study, becoming a more important life

value and reflecting their long-term life aspirations (r

= 0.64; r = 0.90 at p<0.050).

The empirical results obtained underline the high

relevance of the ongoing research and emphasise the

need to develop effective strategies for nurturing and

enhancing readiness for family life, considering the

current state of development.

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The Present Condition of Preparedness for the Development of Family Life