Cognitive and Style Predictors of the Students’ Psychological Well-Being

Abstract

The article analyses the psychological well-being and basic beliefs of students from the point of view of various variables, but the particular attention is payed to cognitive style, which is studied as the way of information assessment, determining person's intellectual activity as well as own life activity in general. Theoretical and multivariate regression (stepwise method) analyses allowed us to define the models of psychological well-being and basic beliefs predictors at the significance levels from p≤0.000 to p≤0.043. The number of the students' basic beliefs and psychological well-being style models is 17 of hypothetical 18 models; this result reflects a high (94.4 percent) study subject matter coverage. The following groups of the models were pointed out in a process of categorization: "harmonic" (these cognitive styles are highly efficient and prove that the style criteria correlate with the basic beliefs and psychological well-being ones); "tending to harmonize" (characterized by the cognitive styles inclusiveness dominating, leading to activity efficiency, but including individual style pole-correctors); "ambivalent" (cognitive style poles inclusiveness dominates, while other poles domination decreases). The following conclusions are made on the basis of statistically significant results: the level and peculiarities of the style poles and students' psychological well-being and basic beliefs regression equations correlation is the determinant, defining the success of these poles and beliefs directly or indirectly. The results of the research enlarge scientific facts about cognitive styles being predictors of students' psychological well-being and basic beliefs and make their metacognitive regulation and evaluation possible.

Self-regulation and Tolerance for Uncertainty as Resources for the Subjective Well-being of Modern Youth: A Cross-cultural Aspect

“…Взаимосвязь когнитивных компонентов СБ с когнитивно-регуляторными процессами осознанной саморегуляции показывает, что ориентация на достижение цели всегда связана с более высокими уровнями субъективного благополучия, что подтверждается и другими исследованиями Kibalchenko, Eksakusto, 2020;.…”

“…Индивидуально-психологический уровень субъективного благополучия. В последние десятилетия понимание СБ стало конвергироваться на сугубо индивидуальных критериях, вокруг личностной основы, стабильных личностных диспозициях, внутреннем мире субъекта, опосредованном социокультурными предпосылками образа жизни, что получило эмпирическое подтверждение (Kibalchenko, Eksakusto, 2020;.…”

Conceptual Predictors of The Adolescents With Different Cognition Types Intellectual Activity

“…Thus, open-minded cognition is an effective cognitive method of processing information and one of the measures of metacognitive experience formation, person's intellectual development level and being successful in intellectual activity (Kibal'chenko and Eksakusto, 2020).…”

The Role of Equilibration in the Formation of Cognitive Structures in Mathematics Learning

“…In fact, cognitive conflicts are formed and are related to the cognitive structure of the individual and their environment (Chang et al, 2009). There are several opinions of several experts who reveal how cognitive conflict is built: (1) cognitive imbalance, namely; an imbalance between a person's cognitive structure and the information that comes from their environment, in other words, there is an imbalance between internal structures and external inputs (Piaget, 1964); (2) cognitive imbalance or metacognitive conflict, namely: a conflict between schemata where there is a conflict between the old cognitive structure and the new cognitive structure (which is being studied or faced) (Chang et al, 2009;Kibalchenko & Eksakusto, 2020) and (3) Cognitive conflict, namely the conflict between new cognitive structures (involving newly studied material) and an environment that can be explained but the explanation refers to the initial cognitive structures possessed by individuals (Lee & Kwon, 2001). Some of the opinions put forward by experts can be concluded that cognitive conflict is a condition in which the new information it receives does not match the existing cognitive structure.…”