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Person‘s Subjective Well-Being as a Result of the School Adaptation in Different Learning Conditions 1167
Grigoryeva M.V., PhD in Psychology, Division Head of Pedagogical Psychology and Psychological Diagnostics, Saratov State University, Saratov, Russia, firstname.lastname@example.org
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.
Column: Risks in Education