Theoretical model of the ability of specialists in socio-economic professions to prevent and cope information stress

The article is devoted to highlighting the psychological features of the ability of specialists in socio-economic professions to prevent and cope with information stress and building a theoretical model on this basis. The current state of research on the emergence of stressful conditions, including information stress, is analyzed. The information stress is defined as a reaction to the violation of information and cognitive processes of activity regulation as a result of information influence. The classification of information stress according to the content of information influence is outlined: related to information overload; to the interaction of a person with information technologies; to situations of an informational nature in professional activity. The ability to prevent and cope with information stress is considered as a property of the psyche to ensure adaptation to stress factors of an informational nature, to harmonize various aspects of life in difficult conditions of influence of destructive information flows, to show internal activity in preserving and restoring its own resources, to maintain the balance of the value and meaning sphere. A theoretical model of the ability to prevent and cope with information stress of specialists in socio-economic professions is presented, which includes four components: value-motivational, cognitive-reflective, emotional-evaluative, conative-regulatory, and relevant criteria and indicators. It has been determined that the value-motivational component is represented by a set of motives and values that encourage a specialist to prevent and overcome information stress in professional activities, and the criterion for its expression is the value attitude to the constructive mastery of information stress; the cognitive-reflective component is expressed through the idea of information stress, strategies for its constructive mastery and reflection on one's own ability to master these strategies, where the criterion is awareness and reflection on the ability to prevent and overcome information stress; emotional-evaluative component contains the experience of satisfaction from the ability to cope with information stress, and the criterion is emotional stability and satisfaction with the level of development of the ability to prevent and overcome information stress; conative-regulatory component provides.