Psychological Security and Values in Adolescents and Young People

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Abstract

The article analyses the relation between psychological security (PS) and values in adolescent and young age. The value-semantic sphere of an individual determines his or her social behavior, and the strategic task of the education system is to create such educational environment that would promote the development of personal potential in students. The aim of the study is to identify the features and characteristics of students’ personal values in adolescence and young age depending on the level of their PS. The hypothesis was tested that the values of adolescents and young people with different levels of PS have different significance. The sample of the study consisted of 2789 first- year and second-year college students, aged 15-21 years. Significant differences in values at the level of normative ideals were found in groups with different levels of PS. There are also significant differences in the significance of values at the level of individual priorities which, in contrast to normative ideals, have a non-linear growth depending on the level of PS – the lowest values are observed in the group with an average level of PS. Values at the level of individual priorities in the group with a low level of PS are more significant than values at the level of normative ideals.

General Information

Keywords: adolescents, personal security, psychological safety of the school environment, educational environment, personal values, normative ideals

Journal rubric: Psychological Well-Being

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2020250601

Funding. The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 19-013-00553.

For citation: Baeva I.A., Gayazova L.A., Kondakova I.V., Laktionova E.B. Psychological Security and Values in Adolescents and Young People. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 6, pp. 5–18. DOI: 10.17759/pse.2020250601. (In Russ., аbstr. in Engl.)

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Information About the Authors

Irina A. Baeva, Doctor of Psychology, Corresponding Member of the Russian Academy of Education, Professor of the Department of Developmental Psychology and Education, Head of the research laboratory “Psychological safety and culture in education.” Director of the educational master's program "Psychological safety in education and social interaction", Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0003-2457-8221, e-mail: irinabaeva@mail.ru

Larisa A. Gayazova, PhD in Psychology, Deputy Head of the Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-0542-6687, e-mail: gayazovala@mgppu.ru

Irina V. Kondakova, PhD in Psychology, Assistant professor, Department of Educational and Developmental Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-6320-5757, e-mail: kondakovaiv@herzen.spb.ru

Elena B. Laktionova, Doctor of Psychology, Head of the Department of Developmental and Educational Psychology, Senior Researcher at the Research Laboratory “Psychological Culture and Psychological Safety in Education and Social Interaction”, Herzen State Pedagogical University of Russia, Senior Researcher at the Research Center of the Psychological Institute of the Russian Academy of Education, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-7863-1414, e-mail: lena_laktionova@mail.ru

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