The article substantiates and verifies the hypothesis of the relationship between psychological well-being of gifted teenagers and the features of their creativity.It considers the specifics of psychological well-being in gifted adolescents with different levels of creativity, their attitude to the educational environment, the level of satisfaction with its significant characteristics and the degree of protection from psychological violence.The study was conducted on a sample of students of grades 8—10 of schools specializing in mathematics and natural science.The total number of subjects was 253 students aged 14—17 years (154 boys, 99 girls).The study used the following techniques: the Psychological Well-Being Scale by С.Ryff, the Ingenuity and Divergent Thinking scales from H.Zivert’s test of verbal creativity, and the questionnaire “Psychological Safety of Educational Environment” by I.A.Baeva.The differences in psychological well-being indicators for adolescents with different levels of verbal creativity were identified: in particular, adolescents with high creativity have a lower indicator of “positive relationships with others”.The structure of correlations between psychological well–being and creativity in groups of adolescents with high and low creativity differs.Highly creative gifted teenagers tend to evaluate their condition as less favourable as compared to their peers with low creativity and struggle with establishing close relationships.Adolescents with low creativity are more satisfied with such characteristics of educational environment as relationships with others and opportunities provided by the environment.Their assessment of protection from psychological violence is negatively correlated with originality of thinking.
The paper presents results of a study on the relationship between the level of students’ psychological security in educational environment and their social intelligence.The aim of the study was to redefine this relationship and to test the hypothesis that different levels of psychological security in educational environment are connected with changes in the level of social intelligence and its components that happen in adolescence and young age.The data was obtained on a sample of students of secondary-level vocational training organizations (n=2,789 subjects) aged 12—25 years (M=17.13), 71,89% males.The following techniques were used: “Psychological Safety of Educational Environment” by I.А.Baeva; “The Tromsø Social Intelligence Scale” (TSIS) by D.H.Silvera, M.Martinussen, T.I.Dahl; sociodemographic information questionnaire.The study revealed that the level of social intelligence was higher among the students with high levels of psychological security in educational environment (U=114,56; p≤0,001).Higher social intelligence levels are based on the ability to understand and predict other people’s behaviours and feelings (U=101,25; p≤0,001) as well as on social skills (U=97,74; p≤0,001), whereas social awareness levels are the same in environments with different levels of psychological security.
The article analyses the relation between psychological security (PS) and values in adolescent and young age. The value-semantic sphere of an individual determines his or her social behavior, and the strategic task of the education system is to create such educational environment that would promote the development of personal potential in students. The aim of the study is to identify the features and characteristics of students’ personal values in adolescence and young age depending on the level of their PS. The hypothesis was tested that the values of adolescents and young people with different levels of PS have different significance. The sample of the study consisted of 2789 first- year and second-year college students, aged 15-21 years. Significant differences in values at the level of normative ideals were found in groups with different levels of PS. There are also significant differences in the significance of values at the level of individual priorities which, in contrast to normative ideals, have a non-linear growth depending on the level of PS – the lowest values are observed in the group with an average level of PS. Values at the level of individual priorities in the group with a low level of PS are more significant than values at the level of normative ideals.
Финансирование: исследование выполнено при финансовой поддержке Российского фонда фундаментальных исследований, проект № 19-013-00410. © Авторы (2020). Опубликовано Российским государственным педагогическим университетом им. А. И. Герцена. Специфика психологического благополучия одаренных учащихся в образовательной среде … ____________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________
деТеРМИнАнТЫ ПСИХоЛоГИЧеСКоЙ ЗАЩИЩенноСТИ ПедАГоГА В оБРАЗоВАТеЛЬноЙ СРеде публикация подготовлена при поддержке гранта РФФИ № 19-013-00553. В работе представлены результаты эмпирического исследования, целью которого является диагностика состояния психологической защищенности педагога в образовательной среде и определение его детерминант. Получены данные о психологических характеристиках педагогов, работающих в образовательных организациях среднего профессионального образования и образовательных организациях, реализующих адаптивные образовательные программы. Осуществлен сравнительный анализ выявленных показателей, определены психологические детерминанты, обусловливающие состояние защищенности данных групп педагогов в образовательной среде. Полученные результаты могут являться основанием для разработки психотехнологий поддержки состояния психологической защищенности и профилактики нарушения психологической безопасности педагога.
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