edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2024-8-88-113edscience-3961Research ArticleПСИХОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯ В ОБРАЗОВАНИИPSYCHOLOGICAL RESEARCH IN EDUCATIONОсобенности психологического благополучия, самоорганизации и мотивации у студентовFeatures of student psychological well-being, self-organisation and motivationhttps://orcid.org/0009-0007-7120-0025ОконечниковаЛ. В.OkonechnikovaL. V.

Оконечникова Любовь Викторовна – кандидат психологических наук, доцент кафедры общей и социальной психологии

Екатеринбург

Lyubov V. Okonechnikova – Сand. Sci. (Psychology), Associate Professor, Department of General and Social Psychology

Ekaterinburg

L.V.Okonechnikova@urfu.ruhttps://orcid.org/0000-0002-7591-7230СыманюкЭ. Э.SymanyukE. E.

Сыманюк Эльвира Эвальдовна – доктор психологических наук, профессор, заведующая кафедрой общей и социальной психологии

Scopus Author ID 57190121318, ResearcherID Q-8009-2016.

Екатеринбург

Elvira E. Symanyuk – Dr. Sci. (Psychology), Professor, Head of the Department of General and Social Psychology

Scopus Author ID 57190121318, ResearcherID Q-8009-2016.

Ekaterinburg

e.e.symaniyk@urfu.ruhttps://orcid.org/0009-0007-7124-0027ФокшаТ. Л.FokshaT. L.

Фокша Татьяна Леонидовна – магистрант кафедры общей и социальной психологии

Екатеринбург

Tatyana L. Foksha – Master’s Degree Student, Department of General and Social Psychology

Ekaterinburg

tlitli@rambler.ruУральский федеральный университет имени первого Президента России Б.Н. ЕльцинаUral Federal University named after the first President of Russia B. N. Yeltsin20240310202426888113Copyright © Оконечникова Л.В., Сыманюк Э.Э., Фокша Т.Л., 20242024Оконечникова Л.В., Сыманюк Э.Э., Фокша Т.Л.Okonechnikova L.V., Symanyuk E.E., Foksha T.L.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/3961

Введение. В статье рассмотрены основные подходы к изучению психологического благополучия, дано общее представление о самоорганизации и учебной мотивации как компонентах ведущей учебно-профессиональной деятельности студентов. Цель – исследовать уровни психологического благополучия и их связь с мотивацией и самоорганизацией учебно-профессиональной деятельности студентов. Методология, методы и методики. Для эмпирического исследования были использованы следующие методики: методика «Шкала психологического благополучия» С. Rуff (адаптация Н. Н. Лепешинского), опросник «Самоорганизация деятельности (ОСД)» Е. Ю. Мандриковой, опросник «Стиль саморегуляции поведения – ССП-98» В. И. Моросановой, опросник «Мотивация обучения в вузе» Т. И. Ильиной, методика «Шкала академической мотивации» Т. О. Гордеевой, О. А. Сычева, Е. Н. Осина. Для обработки данных использовались U-критерий Манна-Уитни и коэффициент корреляции Спирмена. Результаты. Большинство студентов-бакалавров имеют средний уровень психологического благополучия как по отдельным шкалам, так и по общему интегральному показателю. Низкий и высокий уровни благополучия характерны для небольшой части выборки. Более 90 % респондентов имеют средний и высокий уровни самоорганизации и саморегуляции. Выявлено, что для студенческой молодежи характерна познавательная мотивация, мотивация саморазвития и достижения. Экстернальная мотивация, интроецированная мотивация и амотивация мало проявлены в среде студентов. Научная новизна. Исследование описывает особенности мотивации и самоорганизации учебно-профессиональной деятельности студентов с разными уровнями психологического благополучия, а также взаимосвязи психологического благополучия с самоорганизацией и мотивацией учебно-профессиональной деятельности студентов. Практическая значимость. Результаты исследования предоставляют возможность получить дополнительные сведения о современных студентах, которые могут быть использованы для более успешной организации обучения в вузе в период адаптации, а также в индивидуальном подходе в работе со студентами.

Introduction. The article discusses the main approaches to the study of psychological well-being, gives a general idea of self-organisation and educational motivation as components of the leading educational and professional activity of students. Aim. The present research aimed to examine the levels of psychological well-being and their relationship with the motivation and self-organisation of students’ educational and professional activities. Methodology and research methods. The following methods were employed in the empirical study: Psychological Well-Being Scale developed by C. Ryff (adapted by N. N. Lepeshinsky), Self-Organisation of Activity (SOA) questionnaire by E. Y. Mandrikova, Style of Self-Regulation of Behaviour – SSRB-98 questionnaire by V. I. Morosanova, Motivation to Learn in Higher Education questionnaire by T. I. Ilyina, and Scale of Academic Motivation by T. O. Gordeeva, O. A. Sychev, and E. N. Osin. The Mann-Whitney U-test and the Spearman correlation coefficient (rs) were utilised to analyse the data. Results. Most undergraduate students exhibit an average level of psychological well-being, both on individual scales and in terms of the overall integral indicator. Low and high levels of well-being are characteristic of only a small portion of the sample. More than 90% of respondents demonstrate medium to high levels of self-organisation and self-regulation. Students are characterised by cognitive motivation, as well as motivation for self-development and achievement. External motivation, introjected motivation, and amotivation are minimally expressed among students. Scientific novelty. The study examines the features of motivation and self-organisation in the educational and professional activities of students with varying levels of psychological well-being. It also explores the relationship between psychological well-being and the self-organisation and motivation of students in their educational and professional pursuits. Practical significance. The results of the study offer valuable insights into modern students, which can be utilised to enhance the organisation of university education during the adaptation period and to implement a more individualised approach to student engagement.

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The authors declare that there are no conflicts of interest present.