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Psychological Science and Education
2020. Vol. 25, no. 6, 19–30
https://doi.org/10.17759/pse.2020250602
ISSN: 1814-2052 / 2311-7273 (online)

Psychological Well-Being of Students in Inclusive Higher Education in Arts: The Experience of Structural Analysis

 
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Abstract

The article focuses on the study of the features of psychological well-being in healthy students and students with disabilities. It was assumed that self-assessment of psychological well-being in students with disabilities and healthy students differs in structure and content. The study involved 167 students, 98 with normative development and 67 with various types of disabilities (hearing, vision impairments etc.).The survey was conducted on the basis of Russian State Specialized Academy of Arts (RSSAA) with students of all faculties (theater, music, fine arts).We used the following techniques: the life satisfaction scale and the subjective happiness scale. It is shown that the perception of psychological well-being among students of the inclusive university is more differentiated. The assessment of psychological well-being is based on three parameters: ‘life satisfaction in general’; ‘life optimism, self- realization — satisfaction with the past’; ‘assessing oneself as happier than one’s peers’. Self-assessment of psychological well-being is based on the time dynamics of life’s journey: a retrospective view of one’s life and its perception from the point of view of future prospects.

General Information

Keywords: psychological well-being, life satisfaction, subjective happiness, students with disabilities, inclusive education, arts school

Journal rubric: Psychological Well-Being

OpenAlex citations: 3

OpenAlex trends: Educational Methods and Teacher Development, Psychology of Development and Education, Psychological and Temporal Perspectives Research

Information about the work in OpenAlex

Number of citations: 3

Topics

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

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

Psychological and Temporal Perspectives Research

This cluster of papers focuses on the conceptualization and measurement of time perspective, including future orientation, well-being, health behavior, adolescent development, self-control, motivation, personality traits, academic engagement, and socioeconomic disparities.

Number of works: 17380  |  Total number of citations: 245322

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2020250602

Acknowledgements. The authors are grateful to A.N. Yakupov, rector of the Russian State Specialized Academy of Arts, and to vice-rectors E.N. Blagireva and A.A. Volodin for their cooperation and assistance in the implementation of the study.

Published

For citation: Sobkin, V.S., Lykova, T.A., Sobkina, A.V. (2020). Psychological Well-Being of Students in Inclusive Higher Education in Arts: The Experience of Structural Analysis. Psychological Science and Education, 25(6), 19–30. (In Russ.). https://doi.org/10.17759/pse.2020250602

© Sobkin V.S., Lykova T.A., Sobkina A.V., 2020

License: CC BY-NC 4.0

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Information About the Authors

Vladimir S. Sobkin, Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Head of the Center for Sociology of Education, Institute of Education Management, Center for Modern Problems of Modern Education at the Psychological Institute of the Russian Academy of Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2339-9080, e-mail: sobkin@mail.ru

Tatiana A. Lykova, Candidate of Science (Psychology), Leading Researcher of the Laboratory “Center for Sociocultural Problems of Modern Education”, Federal Scientific Center for Psychological and Interdisciplinary Research, Professor, Russian Institute of Theatrical Art, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-6494-978X, e-mail: feo.tatiana@gmail.com

Anna V. Sobkina, Educational Psychologist, Moscow Theater College at the Moscow Theater of Oleg Tabakov, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5398-4005, e-mail: nurasobkina@gmail.com

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