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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Person‘s Subjective Well-Being as a Result of the School Adaptation in Different Learning Conditions

Grigoryeva M.V., Ph.D. in Psychology, Assistant Professor, Psychology of Education in Educational Institute Chair, Department of Pedagogic, Psychology and Elementary Education, N.G. Chernishev Saratov State University, Saratov, Russia, antongr89@mail.ru
Abstract
This article discusses the possibility of estimating the effect of person’s school adaptation based on one of the internal criteria – subjective well-being. Today's learning environment is presented as dynamic, and it complements and reinforces the dynamics of “individual – environment” relationship. For students in such conditions both external indicators of successful adaptation (academic attainment, social and psychological status, success) and well-being according to internal criteria of adaptation (comfortable internal conditions, feelings, subjective well-being, etc.) are important. Results indicate that students’ satisfaction with different sides of life and their neuro-psychological stability that construe the basis of subjective well-being depend on the conditions of learning and socialization in general. The study presents comparison of these structures in educational conditions of a secondary school and a gymnasium. Findings show that in terms of optimal use of adaptive mechanisms the structure of students’ subjective well-being in a gymnasium is more preferable in comparison with the structure of those in a general secondary school.

For Reference

References
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  3. Shamionov R.M. Psihologija sub'ektivnogo blagopoluchija lichnosti. Saratov, 2004.
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