The dissertation work is devoted to the study of early maladaptive schemas as a factor of teachers' workaholism. The understanding of workaholism as addictive behaviors and protective coping strategies of the individual is introduced; the manifestations of workaholism in the professional activities of teachers are described; the predictors of workaholism and its contact to the early maladaptive schemas with spheres of affection, limited autonomy, violations of personal boundaries, over-vigilance and inhibition, focus on the other are identified; psycholinguistic markers of different modalities of workaholism among educators are established.
The dissertation contains an introduction, three sections, a list of sources used, conclusions and appendices. The first section "Theoretical foundations of the study of workaholism among teachers" highlights the results of theoretical and methodological analysis of workaholism as an addiction in modern psychology, and also describes the stages of development of workaholism among educators, respectively, before professional crises, professional deformations, the dynamics of emotional awareness and personal properties. The connection of workaholism with crises of professional development, emotional burnout, perfectionism, early maladaptive schemas and workaholism is established. The section identifies and analyzes in detail the cognitive distortions of workaholics, which are compared with early maladaptive schemas according to J. Young.
In the second section "Empirical study of early maladaptive schemas as a factor of teachers 'workaholism", a methodology for the study of early maladaptive schemas as a factor of teachers' workaholism was developed; psychological validation and cultural adaptation of the questionnaire "The Workaholism Facet-Based Scale" was carried out; the levels of manifestation of cognitive, emotional and instrumental modalities of workaholism were determined; the manifestations of early maladaptive schemas among teachers with low and high levels of workaholism were established.
Workaholism is studied from the perspective of the multidimensional model of D. Stein, the dimensions of which were 18 early maladaptive schemas that are formed in childhood and are accompanied by cognitive, emotional and behavioral distortions. The research methodology is represented by a multidimensional model, which is based on the principle of continuity, the principle of "here and now", interactive, empirical, behavioral and cognitive principles.
The third section "Modeling moderation and mediation of early dysfunctional schemes and workaholism in the context of psychological well-being of teachers" highlights the results of an empirical study of the indirect relationship between early maladaptive schemas and the cognitive, instrumental and emotional modalities of educators' workaholism, as well as the moderated relationship between the interactivity of workaholism and early maladaptive schemas and the psychological well-being of teachers. It is established that the vast majority of early maladaptive schemas that have significant correlations with workaholism are associated with the sphere of focus on others, which is often accompanied by the search for high standards. So, teachers believe that they should be the best, second place is unacceptable for them, they should effectively perform their duties in order to avoid punishment and public humiliation. At the same time, familiarity with status people is also an indicator of high standards and achievements. The most pronounced correlation was established between the indicators of workaholism and the scheme of search for ultra-high standards in activity (r=0.394; p<0.01); workaholism and the scheme of search for recognition (r=0.305; p<0.01).
