Work

Личностные черты, эмоции и метакогнитивные навыки как предикторы субъективного благополучия субъектов образовательной деятельности в современных условиях

Year: 2023

Type: article

Abstract: Introduction. The article analyzes the phenomenon of psychological well-being by examining its internal, subjective factors. It emphasizes the significance of well-being research in contemporary contexts and conducts an analysis of recent studies exploring the correlation between well-being and personality traits, emotional regulation, and metacognitive skills among students, teachers, and other educational professionals. The primary aim of this study was to identify predictors of subjective well-being within the cohorts of students, teachers, and other university staff. A total of 453 individuals participated in the research: 313 students, 106 teachers, and 45 other university employees. Methods and questionnaires employed included the short portrait questionnaire of the Big Five (B5-10, 2016), the 'Differential Emotions Scale' technique (SDE, adapted in 2003), the 'Personality Differential' test (2015 version), the methodology for diagnosing an individual's subjective well-being (Shamionov R.M., Beskova T.V., 2018), a questionnaire assessing metacognitive involvement in activity (adapted by A.V. Karpov, 1994), the 'Self-assessment Scale of Metacognitive Behavior' (adapted by A.V. Karpov, 1998), the 'Differential Type of Reflection' test (D.A. Leontyev, E.M. Lapteva, E.N. Osin, A.Zh. Salikhova, 2009), and the 'Cognitive Regulation of Emotions' questionnaire (adapted by O. L. Pisareva, 2007). The research design encompassed multiple stages of data analysis, involving comparative and regression analyses. Results indicated a direct correlation: heightened levels of metacognitive involvement and increased awareness of metacognitive skill utilization were associated with elevated levels of subjective well-being among educational practitioners. Additionally, a positive impact was observed from heightened scores on conscientiousness, extraversion, agreeableness, openness to experience, and the adoption of positive refocusing and positive revision strategies. Conversely, lower scores on introspection, neuroticism, and the acute negative emotion index also positively influenced subjective well-being. Discussion. The described findings offer valuable insights for addressing challenges such as preventing burnout and enhancing the well-being of students, teachers, as well as support and administrative staff within educational institutions.

Source: Российский психологический журнал

DOI: 10.21702/rpj.2023.4.4

Authors: Екатерина Г. Денисова, Игорь В. Куприянов, Анастасия О. Гостева

Institutions: Don State Technical University, Southern Federal University

Language: Russian

Topic: Psychological Well-being and Life Satisfaction

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $4