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Psychological Well-Being of Students in Inclusive Higher Education in Arts: The Experience of Structural Analysis 162
Sobkin V.S.
Doctor of Psychology, Professor, Member of the Russian Academy of Education, Head of the Center for Sociology of Education,, Institute of Education Management, Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-2339-9080
e-mail: sobkin@mail.ru Lykova T.A.
PhD in Psychology, Leading Researcher, Institute of Education Management of the Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-6494-978X
e-mail: feo.tatiana@gmail.com Sobkina A.V.
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
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.
Keywords: psychological well-being, life satisfaction, subjective happiness, students with disabilities, inclusive education, arts school
Column: Psychological Well-Being
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.
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