СОЦИАЛЬНО-ПСИХОЛОГИЧЕСКАЯ БЕЗОПАСНОСТЬ КАК ФАКТОР СУБЪЕКТИВНОГО БЛАГОПОЛУЧИЯ СТУДЕНТОВ С РАЗНЫМ УРОВНЕМ САМОЭФФЕКТИВНОСТИ

Abstract

The relevance of the problem posed is due to the need for psychological support for students through the op-timization of socio-psychological safety. This will increase the level of students’ self-efficacy, the efficiency of their activities and interpersonal interaction. The purpose of the study is to determine the features of inter-relation between the concepts of socio-psychological safety and subjective well-being in groups of students with different levels of self-efficacy. The following methodologies were used in the empirical study: «So-cio-psychological safety»(T.V.Eksakusto), Generalized Self-Efficacy Scale (R.Schwarzer, M.Jerusalem, in adaptation by V.G.Romek), «Questionnaire of subjective social well-being parameters»(T.V.Danilchenko). The research sample consisted of full-time university students. The correlation coeffi-cients were calculated using the Spearman correlation coefficient; the statistical difference between the groups was proved using Fisher’s test. Subjective social well-being is considered as satisfaction with one’s own social and personal status, prospects and the current state of the society to which a person belongs, in-terpersonal relationships, satisfaction of social needs. The study established a high level of students’ trust, gaining of support, respect and positive feedback from the immediate environment. A comparison of two groups of students with different levels of self-efficacy showed that a high level of self-efficacy of students is due to self-confidence, positive social judgments, such students demonstrate a high level of consistency and safety in interpersonal relations. The study established differences in the relationship between the pa-rameters of socio-psychological safety and subjective social well-being in groups of students with different levels of self-efficacy. Students with a high level of self-efficacy strive to get information about the partner and the situation in communication, show confidence in their ability to actively influence the situation of in-teraction in accordance with their goals. Students with a low level of self-efficacy ensure subjective well-being in interpersonal relations through focusing on the opinions of significant people, through getting their support, acceptance, help, and positive emotional feedback.