Features of the Psychological Well-Being of Russian and Armenian Students

272

Abstract

Objective. The study and description of the specifics of the psychological well-being of Russian and Armenian students (on the example of students studying in Kostroma and Yerevan). Background. The problem of increasing the psychological well-being of students becomes especially relevant in the context of a decrease in resilience, vitality, adaptability, satisfaction with life and oneself among today’s youth. Research that is carried out in a cross-cultural approach is of particular importance. They make it possible to single out and describe universal and specific for certain ethno-cultural groups referents and features of students’ psychological well-being. Study design. The paper analyzes the features of the psychological well-being of Russian and Armenian students. We have established the relationship of the integral indicator of well-being with individual variables using correlation analysis. We also described the predictors of psychological well-being in Russian and Armenian students. Participants. The study sample consisted of 360 university students aged 17 to 28 years (M=19.9; SD=2.1), who were divided into two research groups according to the criterion of ethnic and cultural affiliation (Russians and Armenians). Measurements. The study was conducted using the “Scale of psychological well-being (RPWB)”; “Scales of subjective happiness”; “Scales of life satisfaction”; methods of color metaphors; self-assessment scales, “Innovative Competence”; test “Life-meaning orientations”. Results. The study established similarities and differences in the referents of psychological well-being among Russian and Armenian students. It is noted that the level of psychological well-being of students from different countries is below the normative values. This testifies to the general tendencies of a decrease in optimism among young people, faith in the future, in themselves and their capabilities. The paper also describes the specificity of correlations of psychological well-being referents in the Russian and Armenian samples. The psychological well-being of Armenian students is associated with the assessment of subjective well-being, the degree of independence from parents, health and life satisfaction; among Russian students — with a high assessment of the state of health, academic success, success in life and satisfaction with romantic relationships. In general, the meaningfulness of life is important in the perception of psychological well-being among students of different ethnic and cultural groups. At the same time, Armenian students have more pronounced life intentions and orientation, set clear goals for the future. Their focus is on self-development. The process of life appears to them filled with meaning and interest. Russian students are more satisfied with their lives in the present, although they are focused on raising their status and achieving success in the future. Conclusions. There are general cultural and cultural-specific trends in the psychological well-being of students studying in Russia and Armenia.

General Information

Keywords: students, socio-cultural environment, psychological well-being, subjective well-being, happiness, life satisfaction

Journal rubric: Empirical Research

Article type: scientific article

DOI: https://doi.org/10.17759/sps.2022130209

Funding. The reported study was funded by RFBR and SC RA, project number 20-513-05005\20

Received: 18.08.2021

Accepted:

For citation: Samokhvalova A.G., Tikhomirova E.V., Vishnevskaya O.N., Shipova N., Asriyan E.V. Features of the Psychological Well-Being of Russian and Armenian Students. Sotsial'naya psikhologiya i obshchestvo = Social Psychology and Society, 2022. Vol. 13, no. 2, pp. 123–143. DOI: 10.17759/sps.2022130209. (In Russ., аbstr. in Engl.)

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Information About the Authors

Anna G. Samokhvalova, Doctor of Psychology, Assistant Professor, Director of the Institute of Pedagogy and Psychology, Kostroma State University, Kostroma, Russia, ORCID: https://orcid.org/0000-0002-4401-053X, e-mail: samohvalova@kmtn.ru

Elena V. Tikhomirova, PhD in Psychology, Associate Professor of the Department of General and Social Psychology, Kostroma State University, Kostroma, Russia, ORCID: https://orcid.org/0000-0002-3844-4622, e-mail: tichomirowa82@mail.ru

Oksana N. Vishnevskaya, PhD in Psychology, Associate Professor of the Department of Pedagogy and Acmeology of Personality, Kostroma State University, Kostroma, Russia, ORCID: https://orcid.org/0000-0003-1591-0077, e-mail: o_vishnevskaya@ksu.edu.ru

Natalya Shipova, PhD in Psychology, Associate Professor, Department of Special Pedagogy and Psychology, Kostroma State University, Kostroma, Russia, ORCID: https://orcid.org/0000-0002-0741-1297, e-mail: ns.shipova@yandex.ru

Elina V. Asriyan, PhD in Psychology, Vice-Rector for Humanities and Social Specialties, Yerevan State University, Yerevan, Armenia, ORCID: https://orcid.org/0000-0003-4970-3527, e-mail: elina.asriyan@gmail.com

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