Study-Related Experiences and Their Association with Psychological Well-Being

Леонтьев, Д.А.; Osin, Evgeny; Досумова, С Ш; Рзаева, Ф Р; Бобров, В. В.

doi:10.17759/pse.2018230605

Cited by 21 publications

(7 citation statements)

References 5 publications

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“…Следующая группа предикторов характеризует различные комплексы переживаний в учебной деятельности. Д. А. Леонтьев с соавторами обозначают сочетание удовольствия и смысла как образующее комплексное переживание радости [54]. Оно обеспечивается верой студентов в то, что дистанционное обучение позволит им быть инициаторами собственных учебных действий (автономия), достигать значимых личностных результатов, быть эффективными (компетентность), воспринимаемой обеспеченностью ресурсами.…”

Section: результаты исследованияunclassified

Transition to emergency distance learning amid COVID-19 pandemic through the lens of students’ subjective experience of the transformation of university learning environment

2021

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The aim of the current research was to identify the students’ subjective experience of the transforming learning environment according to the perceived opportunities provided by the digital learning environment of the university.Methodology and research methods. The research methodological framework is based on leading theories related to the students’ behaviour in digital learning environments (DLE). The synthesis of the theories considered made it possible to propose a theoretical model of the students’ subjective experiences in relation to DLE of the university, which was operationalised by constructing a questionnaire that reveals the students’ perception of the main components of the DLE. The following methods were employed: a questionnaire on alienation from study, a method for the assessment of students’ subjective experiences, and the Academic Motivation Scale (AMS). Previous distance learning experience was identified by the use of self-rating scales. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, the Spearman’s rank correlation coefficient, and the Pearson’s chi-squared test. The authors also used factorial ANOVA, correspondence analysis and multiple linear regression analysis. Statistical calculations were performed using Statistica ver. 7.0 (Statsoft). 4558 students from 30 Russian universities (located in 23 subjects of Russia) took part in the research.Results. The present research demonstrated a change in the usual forms of learning activities carried out by students in the distance learning process. Distance learning is presented to students as a basis for meeting the need for subjectivity of their personality, the ability to initiate their own learning activities. Students feel that there are sufficient conditions and resources for mastering digital learning tools, and they easily adapt to the digital environment of their universities. However, in this process, the student acts as an atomised subject, weakly interacting with other people and not feeling a sense of interpersonal closeness and connectedness with others.The research findings revealed that the perceived characteristics of the DLE of the university have a direct impact on the inner states of students in the learning process. The formation of a stable social environment within the framework of the DLE, which ensures harmonious interaction and communication between the subjects of the educational process, contributes to achieving an optimal balance of students’ subjective experiences, reduces the risk of negative inner states that lead to learning demotivation, the experience of alienation from study, the growing sense of meaninglessness and emptiness in the learning process.Scientific novelty. The developed model of the influence of DLE on the subjective experiences of students in the emergence distance learning made it possible to identify significant DLE components, which determine the motivational and emotional states of students, and to establish student ratio to achieve the optimal balance of subjective experiences.Practical significance. The empirically based findings presented in this study can be used to design the DLE of the university, to determine the directions of work on the formation of psychological readiness of students for distance learning.

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Section: результаты исследованияunclassified

Transition to emergency distance learning amid COVID-19 pandemic through the lens of students’ subjective experience of the transformation of university learning environment

2021

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“…The desire to stand out shows the need for success as one of the basic sources of personal activity. The realization of this need is presented in its various manifestations: as the basis for successful self-realization; as a tendency to self-actualization, to personal growth [21,22].…”

Section: 17016 (2020) E3s Web Of Conferences Itse-2020mentioning

confidence: 99%

Unconfirmed identity as an indicator of social failure of personality in different age periods

Makarevskaya

Ryabikina

2020

E3S Web Conf.

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Personal identity studies in psychology demonstrate the relevance of studying this phenomenon and the concomitant problem of selecting methods that would allow the researcher to obtain information about the underlying layers of the personality. One of the methods available for this purpose − introspection, or structured self-observation − has allowed the study to obtain data on the content components, structural organization and qualitative specificity of the components of personal identity. The study shows identity factors and the intensity of identification processes in socially unsuccessful respondents. The study shows that the lack of positive reinforcement of society in the important for the individual activity is interpreted as the need to strengthen the signs of their own uniqueness. Unconfirmed identity is more intense, filled with meaningful external identification characteristics, and is a thing of the past. The analysis was carried out through the age specificity of personality identifications.

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“…Despite the importance of the value of success both for a particular individual and for society, in Russian psychology, until recently, only some of the applied aspects of this problem were considered -mainly in the context of pedagogical activity (in matters of academic performance and success in learning), engineering psychology (in the area of achievement of labor productivity) [14,15]. Recently, the terms "achievement" and "success" have begun to attract the attention of researchers in the field of the psychology of professional activity [16,17].…”

Section: Introductionmentioning

confidence: 99%

Plans for the future and the ability to predict as cognitive navigators of a person's social success

Makarevskaya

Ryabikina

2021

E3S Web Conf.

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Social success is an ambiguous category that has both external and internal criteria. Despite the difficult comprehension of the criteria and the ambiguity of their interpretation in different cultures and social strata, the desire for success in the form of various behavioral tendencies and manifestations is considered inherent in most people. The research results presented in the article were obtained on samples of different age groups: adolescence, young, adult age periods (from 17 to 45 years). The criteria of social success are considered through the prism of the leading activity of the age and are used as the basis for differentiating the samples into socially successful and unsuccessful respondents. The study is comparative in nature and shows that the cognitive markers of socially successful respondents differ from the mental trajectories of socially unsuccessful respondents. In adolescence, social success is accompanied by clear formulated goals and conscious plans for the future; in young and adult ages, while maintaining awareness of plans, socially successful respondents also have a high level of predictive abilities, expressed in the validity of the thinking process, flexibility of thinking, plasticity of ideas and the prospect of causal relationships. These cognitive characteristics allow a person to build mental processes in such a way that they accompany the person's social success.

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Study-Related Experiences and Their Association with Psychological Well-Being

Cited by 21 publications

References 5 publications

Transition to emergency distance learning amid COVID-19 pandemic through the lens of students’ subjective experience of the transformation of university learning environment

Transition to emergency distance learning amid COVID-19 pandemic through the lens of students’ subjective experience of the transformation of university learning environment

Unconfirmed identity as an indicator of social failure of personality in different age periods

Plans for the future and the ability to predict as cognitive navigators of a person's social success

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