Assessment of the social and psychological well-being of the student by participant of the educational process
Main Article Content
Abstract
Relevance. Attention has been focused on the necessity of supporting the socio and psychological well-being of students within the "family-school" interaction system. The effectiveness of interactions among students, their parents, and teachers is determined by the extent to which their perceptions of the child's well-being at school align, and how similarly they assess its provision under current educational conditions. This aspect of the problem is examined in the presented work as a result of scientific research on the assessment of students' socio and psychological well-being by the participants of the educational process.
Objective. To highlight the results of the theoretical study of the socio and psychological well-being of students as a phenomenon and the empirical research assessing its provision by the participants of the educational process under current educational conditions.
Methodology. From May to October 2023, 993 participants in the educational process took part in an online survey using a Google form. Students, their parents, and teachers were asked to evaluate the socio-psychological well-being of students on a 10-point scale based on indicators identified during the theoretical stage of the research. Methods of mathematical statistics were used to process the empirical data. Non-parametric tests, including the Kruskal-Wallis H-test and Dunn's post hoc test, were applied, and the standardized effect size was determined.
Results. It has been found that teachers assess the socio and psychological well-being of students significantly higher than the students themselves and their parents do. Specifically, teachers rate higher in terms of students' personal development potential and their success in social interactions within the school environment. The most pronounced differences in assessment among the educational process participants were identified regarding students' sense of trust in their interactions with teachers, the presence of mutual respect and absence of discrimination in the school social environment, and the development of students' abilities for self-acceptance, resilience, optimism, and self-realization.
Conclusions and Future Research Perspectives. The identified differences in the assessment of the socio and psychological well-being of students by participants in the educational process highlight the aspects of support that require regulation and optimization in their collaborative interaction. The research results can be valuable to the scientific community for expanding research interests in studying student well-being as a socio and psychological phenomenon, and to educational process participants interested in enhancing it within school settings. Furthermore, the study results support the implementation of educational reforms based on the Concept of the «New Ukrainian School», particularly in defining the direction of collaborative interaction among educational process participants.
Downloads
Article Details
References
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55 (1), 34–43. doi.org/10.1037/0003-066X.55.1.34 (in English)
Dzyubenko, O. (2023). Psykholohichnyі dobrobut shkolіara: kontseptualizatsiіa fenomena [Psychological well-being of schoolchildren: conceptualization of the phenomenon]. Zhurnal suchasnoi psykholohii, 3(30), 23–29. (in Ukrainian)
Dzyubko, L. (2020). Fenomen blahopoluchchіa yak pokaznyk rozvytku osobystosti shkolіara v konteksti vzaіemodii subіektiv osvitnoho prostoru [The phenomenon of well-being as an indicator of the student's personality development in the context of the interaction of the subjects of the educational space]. In S. Maksymenko (Ed.), Psykholohichni vymiry osobystisnoi vzayemodii cubiektiv osvitnoho prostoru v konteksti humanistychnoyi paradyhmy (pp. 59–70). Kyiv: Slovo. (in Ukrainian)
Karahina, N. (2018). Resursy ta chynnyky psykholohichnoho blahopoluchchіa osobystosti [Resources and factors of psychological well-being of the individual]. (Dissertation of the candidate of psychological sciences). Pivdennoukraіnskyі natsionalnyі pedahohichnyі universytet imeni K. D. Ushynskoho, Odesa. (in Ukrainian)
Keyes, C. L. M. (1998). Social Well-Being. Social Psychology Quarterly. 61, 2, 121–140. doi.org/10.2307/2787065 (in English)
Khalіeіeva, H. (2019). Suchasni tendentsii vyvchennіa subіektyvnoho blahopoluchchіa osobystosti u pidlitkovomu ta yunatskomu vitsi [Modern trends in the study of the subjective well-being of the individual in adolescence and young adulthood]. Visnyk Kyivskoho natsionalnoho universytetu imeni Tarasa Shevchenka «Psykholohiіa», 1(10), 103–105. (in Ukrainian)
Kontseptsiіa «Nova ukrainska shkola» [The «New Ukrainian School» concept]. (2016).
Retrieved from https://mon.gov.ua/storage/app/media/zagalna%20serednya/nova-ukrainska-shkola-compressed.pdf (in Ukrainian)
Kushmyruk, Yе. (2018). Doslidzhennіa psykholohichnoho blahopoluchchіa osobystosti molodshoho shkilnoho viku [Study of the psychological well-being of an individual of primary school age]. Naukovyі visnyk Khersonskoho derzhavnoho universytetu, 4, 107–111. (in Ukrainian)
Lypetska, A. (2019). Osoblyvosti subіektyvnoho dobrobutu peremishchenykh osib [Features of the subjective well-being of displaced persons]. Teoriіa i praktyka suchasnoi psykholohii, 3. Vol. 1, 72–76. (in Ukrainian)
Martela, F. (2022). Personal and social wellbeing. Proposal for a repeat wellbeing module in the European Social Survey 2025. Retrieved from https://www.europeansocialsurvey.org/sites/default/files/2023-06/Wellbeing-module-Round-12-final.pdf (in English)
Meshko, H. (2007). Emotsiine blahopoluchchia uchniv u suchasnii shkoli [Emotional well-being of students in a modern school]. Naukovi zapysky, 4, 52–59. (in Ukrainian)
Puce, L., Okwen, P. M., Yuh, M. N., Okwen, G. A., Miong, R. H. P., Kong, J. D., & Bragazzi, N. L. (2023). Well-being and quality of life in people with disabilities practicing sports, athletes with disabilities, and para-athletes: Insights from a critical review of the literature. doi.org/10.3389/fpsyg.2023.1071656 (in English)
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. Encyclopedia of Quality of Life and Well-Being Research. (pp. 1–7). doi.org/10.1146/annurev.psych.52.1.141 (in English)
Ryff, C. D., Boylan, J. M., & Kirsch, J. A. (2021). Eudaimonic and Hedonic Well-Being In: Measuring Well-Being. Oxford University Press, 4, 92–135. doi.org/10.1093/oso/9780197512531.003.0005 (in English)
Tytarenko, T. (2018). Psykholohichne zdorovia osobystosti: zasoby samodopomohy v umovakh tryvaloi travmatyzatsii [Psychological health of the individual: means of self-help in conditions of long-term traumatization]. Kropyvnytskyi: Imeks-LTD. (in Ukrainian)
Volynets, N. (2019). Psykholohichni osoblyvosti osobystisnoho blahopoluchchia v profesiinii sferi zhyttiediyalnosti [Psychological features of personal well-being in the professional sphere of life]. Khmelnytskyi: NADPSU. (in Ukrainian)
Western, M., & Tomaszewski, W. (2016) Subjective Wellbeing, Objective Wellbeing and Inequality in Australia. PLoS ONE, 11(10), 1–20. doi:10.1371/journal.pone.0163345 (in English)
Yezerska, N. (2018). Psykholohichni chynnyky subiektyvnoho blahopoluchchia pidlitkiv v umovakh spetsializovanoi shkoly-internatu [Psychological factors of the subjective well-being of teenagers in the conditions of a specialized boarding school]. (Dissertation of the candidate of psychological sciences). Kyivskyi natsionalnyi universytet imeni Tarasa Shevchenka, Kyiv. (in Ukrainian)
Zakon Ukrainy «Pro osvitu» [Law of Ukraine «On Education»] № 2145-VIII (2017). Retrieved from https://zakon.rada.gov.ua/laws/show/2145-19#Tex (in Ukrainian)
Zakon Ukrayiny «Pro povnu zahalnu serednіu osvitu» [Law of Ukraine "On comprehensive general secondary education"] № 463-IX (2020). Retrieved from https://zakon.rada.gov.ua/laws/show/463-20#Text (in Ukrainian)