Personality Resources of Adolescents in the Educational Environment

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Abstract

Introduction. The relevance of the study is determined by the importance of the category “psychological safety” for the support of the life quality of modern people, which is influenced in a complicated way by physical health, psychological well-being, value preferences, features of social relations and their relation to the characteristic features of the environment. The state of psychological safety is a significant factor ensuring the effectiveness of еducation, upbrining and development of the younger generation. However, the personal resources that contribute to the support of this state among adolescents and young people in the educational environment are more understudied. The purpose of the article is to determine the resources of adolescents, which are the predictors of the state of psychological safety.

Materials and Methods. The method “Psychological safety of the educational environmentˮ developed by I.А. Baeva was used to study students’ level of psychological safety. The method of S. Schwartz was used to assess the personality’s value orientations, to assess the level of psychological well-being – were used Ryff Scales of Psychological Well-Being (RPWB), the level of loneliness – UCLA Loneliness Scale (D. Russell, M. Ferguson), the level of hopelessness – Hopelessness Scale, Beck et al., the level of social intelligence – Tromsø Social Intelligence Scale, the level of aggression – Buss-Perry Aggression Questionnaire, hardiness – Hardiness Survey (S. Maddi). The methods of mathematical statistics used in the research (descriptive statistics, correlation and regression analyzes) are implemented by means of the IBM SPSS Statistics 19 package.

Results. It has been proven that the resources of adolescents’ psychological safety in the educational environment are: values, psychological well-being, social intelligence, hardiness and a low level of aggressiveness. The state of psychological safety is influenced by such manifestations as conformity and following traditions, a positive image of the future, the experience of community with other people, the ability to understand and predict other people’s feelings and behavior, a sense of involvement in life events.

Discussion and Conclusion. The article is of interest for researchers of psychological safety problems in education, practical psychologists and specialists of the education system for the evidence of prevention programs and ensuring the safety of the educational environment and its participants.

About the authors

Irina A. Baeva

The Herzen State Pedagogical University of Russia

Author for correspondence.
Email: irinabaeva@mail.ru
ORCID iD: 0000-0003-2457-8221
Scopus Author ID: 56662208400
ResearcherId: Q-1687-2015

rofessor of the Chair of Psychology of Development and Education, Head of the Research Laboratory, Dr.Sci. (Psychol.), Professor, Academician of the Russian Academy of Education

Russian Federation, St. Petersburg

Larisa A. Gayazova

The Herzen State Pedagogical University of Russia

Email: gayazova_l@mail.ru
ORCID iD: 0000-0003-0542-6687
Scopus Author ID: 57189357359
ResearcherId: I-4035-2013

Junior Research Associate of Research Laboratory “Psychological Culture and Safety in Education”, Cand.Sci. (Psychol.)

Russian Federation, St. Petersburg

Irina V. Kondakova

The Herzen State Pedagogical University of Russia

Email: kondakovaiv@herzen.spb.ru
ORCID iD: 0000-0001-6320-5757
Scopus Author ID: 57221619955
ResearcherId: AAA-2353-2019

Associate Professor of Department of Educational and Developmental Psychology, Cand.Sci. (Psychol.)

Russian Federation, St. Petersburg

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