Psychological Well-being of Students with Different Levels of Role Victimization

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Abstract

of psychological well-being features in students with different levels of role victimization. Role victimization shall be understood to mean such a strategy of victim relations, which is based on the individual predisposition to produce a particular playing or social type of victim behavior (playing and social role of the victim) (M.A. Odintsova). The article presents the analysis of psychological well-being of students with different levels of role victimization (N = 82, average age 21 years). "Auto-viktim» (N = 28), "victim» (N = 31), "non-viktim» (N = 23) groups were formed according to the level and nature of manifestations of the role victimization, and a comparative analysis of the level of psychological well-being and perception of the image of the world in these groups was made. The study shows that while level of role victimization increases, psychological well-being of students reduces and negative attitude toward the world forms. "Auto-viktim" students while facing difficulties play the role of victim, and "victim" students use social role. "Non-viktim" students have positive self-esteem, they are optimistic, easy to set goals and reach them. Also the article present an analysis of the peculiarities of the psychological well-being, the perception of image of the world, the level of role victimization in groups of male and female youth.

General Information

Keywords: psychological well-being, playing role of the victim, social role of the victim, role victimization, students

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2016080104

For citation: Polishchuk E.S. Psychological Well-being of Students with Different Levels of Role Victimization [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2016. Vol. 8, no. 1, pp. 35–44. DOI: 10.17759/psyedu.2016080104. (In Russ., аbstr. in Engl.)

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Information About the Authors

Ekaterina S. Polishchuk, Master Student, Chair of Pedagogical Psychology, Department of Educational Psychology, Moscow State University of Psychology & Education, Moscow, Russia, e-mail: angel_ket89@mail.ru

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