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Bulletin of Practical Psychology of Education
2020. Vol. 17, no. 3, 9–21
https://doi.org/10.17759/bppe.2020170301
ISSN: 2658-3100 (online)

The Phenomena of “Psychological Well-Being” in the Context of the Social Situation of Development

 
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Abstract

In the article, the phenomena of “psychological well-being of the individual” is considered in the con-text of the cultural-historical theory of L.S. Vygotsky, in particular, the statement he developed on the “social situation of development”, which is based on the child’s experience of his environment and himself in this environment. Attention is drawn to the complexity and ambiguity of the very concept of “well-being” from the standpoint of the cultural development of the individual, to the motives and emotions that determine the emergence and nature of the feeling of satisfaction with oneself, one’s actions and one’s life. The assumption is discussed that psychological well-being can be understood as an indicator of the psychological health of a person, which is one of the most important states of a person and is associated with the moral development of a person. It is shown that the main condition for the “emergence” of a feeling of psychological well-being and its orientation lies in the interaction of the phenomena of “culture” and “education” and the deep mutual enrichment of the processes of training and education based on the integration of rational and emotional cognition of the world by a growing person at each stage of ontogenesis.

General Information

Keywords: psychological well-being, social developmental situation, school, teenager, culture, training, education, psychological health

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

OpenAlex citations: 24

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Education and Professional Development

Information about the work in OpenAlex

Number of citations: 24

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15495  |  Total number of citations: 24995

Topic detailsв OpenAlex

Work details in OpenAlex

DOI: https://doi.org/10.17759/bppe.2020170301

Published

For citation: Dubrovina, I.V. (2020). The Phenomena of “Psychological Well-Being” in the Context of the Social Situation of Development. Bulletin of Practical Psychology of Education, 17(3), 9–21. (In Russ.). https://doi.org/10.17759/bppe.2020170301

© Dubrovina I.V., 2020

License: CC BY-NC 4.0

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Information About the Authors

Irina V. Dubrovina, Doctor of Psychology, Full Member of the Russian Academy of Education, Professor, Department of Pedagogical Psychology n.a. Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Chief Researcher, Psychological Institute of the Russian Academy of Education, Chief Researcher, Laboratory of the Scientific Foundations of Applied Child Psychology, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2484-6073, e-mail: dubrovinaiv@mgppu.ru

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