Psychological risks of school educational mileu in emotional state and personality condition of adolescents

Leonova O.I.

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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Psychological Science and Education
2009. Vol. 14, no. 5, 20–24
ISSN: 1814-2052 / 2311-7273 (online)

Psychological risks of school educational mileu in emotional state and personality condition of adolescents ³²⁸⁹

Leonova O.I.
PhD in Psychology, Leading Analyst, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-9916-3947
e-mail: olesya_leonova@mail.ru

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The article reviews crisis situations emergent in secondary school educational climat and causing relevant negative change in scholars’ emotional state and experience. The issue is viewed within the concept of educational climate psychological safety. The article presents empirical research results on psychological risks of educational climate. The research was held in Moscow secondary school, with adolescents studying at 5th to 8th grade – the age group most vulnerable to psychological abuse, danger, and discomfort. Conclusion is made that scholars’ negative perception of school educational climate, dissatisfaction with significant features of educational climate and low level of protection against psychological abuse when interacting – all that factor into the increase of anxiety, fears, unfavorable self-perception, and negative emotional attitude to studying.

Keywords: educational psychology, school educational climate, high risk cases, adolescence, particularities of emotional state and personality condition of scholars

Column: Educational Psychology

For Reference

Leonova O.I. Psychological risks of school educational mileu in emotional state and personality condition of adolescents. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2009. Vol. 14, no. 5, pp. 20–24.

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