SANOGENIC THINKING AS A FACTOR IN THE AUTONOMY OF A PERSON’S VALUE CHOICE IN ADOLESCENCE
DOI:
https://doi.org/10.32782/psyspu/2026.1.29Keywords:
sanogenic thinking, value orientations, personal autonomy, adolescence, self-determination, value choiceAbstract
The article investigated the relationship between sanogenic thinking, value orientations, value choice and individual autonomy in adolescence as one of the most sensitive periods for the formation of psychological maturity and value self-determination. The theoretical basis of the study was the concept of sanogenic thinking, developed within the framework of self-knowledge pedagogy, and the theory of personality self-determination. Based on theoretical analysis, the role of sanogenic thinking as a psychological resource that provides conscious and independent value choice through the transformation of destructive mental automatisms – resentment, guilt, fear, shame and envy – is substantiated. It is described that unrecognized automatic reactions act as psychological barriers between the individual and his authentic values, replacing free choice with reactive defense or submission to external pressure. The analysis of scientific literature showed that the problem of value self-determination in adolescence has been actively studied by Ukrainian scientists, however, the relationship between reflective thinking and autonomy of value choice remains insufficiently studied. Empirical research, correlation analysis revealed significant positive relationships between the level of sanogenic thinking, personal autonomy (r = 0.58, p < 0.01) and hierarchical consistency of values (r = 0.46, p < 0.01). The strongest predictor of autonomy among the subscales was reflection of fear. Qualitative analysis of semi-structured interviews revealed five phenomenological themes of the subjective experience of value choice depending on the level of sanogenic thinking: the ability to distinguish between internal and external regulation, constructive attitude to mistakes, conscious work with fear, going beyond the boundaries of resentment and achieving value clarity. The results obtained have practical significance for the development of psychological programs to support young people in the process of personal self-determination and the introduction of techniques for the development of reflective thinking into the psychological practice of working with student youth.
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