ОСОБЕННОСТИ ОБРАЗОВАТЕЛЬНОГО ОПЫТА СТУДЕНТОВ И ЕГО СВЯЗЬ С ИХ СУБЪЕКТИВНЫМ БЛАГОПОЛУЧИЕМ

Abstract

The study of the subjective foundations of educational success and well-being of students is promising in the context of determining the internal resources of a student as an active subject of educational activity. As a result of the empirical study, it was revealed that the majority of students perceive their educational success as average. In groups with favorable and unfavorable educational experience (EE), as an indicator of subjective educational success, statistically significant differences were found in all of its components. Students with high subjective educational success are characterized by satisfaction with their studies at a university; they do not limit themselves only to formal studying, but are open to other forms of educational experience, which requires greater independence and self-organization. That is what they demonstrate in such an indicator as “experience of self-regulated learning”. They have more faith in their own strengths and the support of others. A study of the subjective well-being of students showed that students who perceive their EE as successful feel moderate emotional comfort, are more satisfied with the activities they perform, relationships with others, are active, they are more characterized by an optimistic attitude, and less by a feeling of tension, absent-mindedness, and high sensitivity to irritants. The strongest relationships between educational success and well-being of students turned out to be relationships in the following components: the importance of the social environment and support, changes in mood, involvement, and intention to expand experience.