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

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.

For citation: Sobkin V.S., Lykova T.A., Sobkina A.V. Psychological Well-Being of Students in Inclusive Higher Education in Arts: The Experience of Structural Analysis. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 6, pp. 19–30. DOI: 10.17759/pse.2020250602. (In Russ., аbstr. in Engl.)

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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, Russia, ORCID: https://orcid.org/0000-0002-2339-9080, e-mail: sobkin@mail.ru

Tatiana A. Lykova, PhD in Psychology, Leading Researcher, Institute of Education Management of the Russian Academy of Education, Professor, Russian Institute of Theatrical Art, Moscow, Russia, 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, Russia, ORCID: https://orcid.org/0000-0001-5398-4005, e-mail: nurasobkina@gmail.com

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