Psychological Well-Being as Cognitive-Emotional Component of Student Self-Regulated Learning
Keywords:cognitive-emotional factors, learning activity, psychological well-being, self-regulated learning, student
The manuscript reports the theoretical aspects of studying the concepts of students’ psychological well-being in the process of self-regulated learning. The essence of student psychological well-being through a prism of cognitive and emotional personality factors has been theoretically studied. The role of psychological well-being and its components in the process of self-regulated learning activities of HEI students has been described. Psychological well-being has been viewed as an integral indicator of the level of personality, which affects resistance, and manifests itself in subjectively tangible satisfaction and life satisfaction. Self-regulated learning has been considered as a metacognitive level of initiation, motivation, monitoring, evaluation and control of all kinds and forms of internal and external activities by the subject of learning, which are aimed at reaching the predetermined goals of learning, personal and professional self-development and self-realization. The results of empirical research with the use of K. Ryff’s questionnaire entitled “Scales of Psychological Well-being,” as adapted by S. Karskanova, allowed us to evaluate personal growth, positive relationships with others, goals in life, managing environment, autonomy and self-acceptance which are indicators of individuals’ psychological well-being. Methods of statistical data processing such as descriptive statistics (group median - Me, arithmetic mean - M, standard deviation - σ) and the Kruskal-Wallis test, confirmed the existence of a statistically significant linear age-related decrease in indicators on the “Autonomy” Scale for the senior students. Analysis of the empirical data on the levels of defined psychological well-being has showed a linear correlation between psychological well-being and its levels. It has been concluded that the cognitive-emotional aspects of psychological well-being of modern student youth in learning activities have been dominated by dependent types of self-regulation in learning. The results have indicated that the most appropriate means to improve the psychological well-being of students, as a component of the emotional and behavioral level, is the formation of their active life position, responsibility for their own activities, motivation and autonomy in self-regulated learning activities. Prospective directions for future research have been described.
Andrade, H. & Heritage, M. (2018). Using formative assessment to enhance learning, achievement and academic self-regulation. New-York – London: Routledge. Retrieved from https://www.routledge.com/Using-Formative-Assessment-to-Enhance-Learning-Achievement-and-Academic/Andrade-Heritage/p/book/9781138653030# DOI: https://doi.org/10.4324/9781315623856
Arshava, I. & Nosenko, D. (2012). Subjective Wellbeing as Precondition of Developing Personal Independence of a Future Professional. Bulletin of Dnipropetrovsk University. Series Psychology and Pedagogy, 20(18), 3-9. Retrieved from https://www.dnu.dp.ua/docs/visnik/fpsih/program_5e45b9cb8cb84.pdf
Arshava, I., Znanetska, O. Nosenko, E. (2011). Positivity of I-Image and Psychological Wellbeing of Personality. Monograph. Dnipro: Innovation.
Balashov, E. (2020). Metacognitive Monitoring of Student Self-Regulated Learning. Monograph. Ostroh: National University of Ostroh Academy. Retrieved from https://theses.oa.edu.ua/DATA/111/balashov_dis.pdf
Balashov, E., Pasichnyk, I., & Kalamazh, R. (2021). Metacognitive Awareness and Academic Self-Regulation of HEI Students. International Journal of Cognitive Research in Science, Engineering and Education, 9(2), 161–172. https://doi.org/10.23947/2334-8496-2021-9-2-161-172 DOI: https://doi.org/10.23947/2334-8496-2021-9-2-161-172
Balashov, E., Pasichnyk, I., Kalamazh, R., Dovhaliuk, T. & Cicognani, E. (2018). Psychological, Emotional and Social Wellbeing and Volunteering: A Study on Italian and Ukrainian University Students. Youth Voice Journal, 18, 1–22. Retrieved from https://www.rj4allpublications.com/product/eduard-balashov-ihor-pasichnyk-ruslana-kalamazh-taras-dovhaliuk-and-elvira-cicognani-2018-psychological-emotional-and-social-wellbeing-and-volunteering-a-study-on-italian-and-ukrainian-universi/
Brown, G., Andrade, H., & Chen, F. (2015). Accuracy in student self-assessment: Directions and cautions for research. Assessment in Education. https://doi.org/10.1080/0969594X.2014.996523 DOI: https://doi.org/10.1080/0969594X.2014.996523
Golovey, L., Rybalko, E (2002). Practicum in Age Psychology. Saint-Petersburg: Rech. Retrieved from https://studfile.net/preview/1779056/
Grigoryeva, M. (2009). Subjective Wellbeing of Personality as a Result of School Adaptation in Different Learning Conditions. Psychological Science and Education, 2, 41-45.
Karskanova, S. (2011). Questionnaire Ryff’s “Psychological Wellbeing Scale”: Process and Results of Adaptation. Practical Psychology and Social Work, 1, 1-10.
Kashliuk, Y. (2016). Main Factors Influencing Psychological Wellbeing of Personality. Problems of Modern Psychology. Collection of Scientific Works of Kamianets-Podilskyi National University of NAPS of Ukraine named after H. Kostiuk, 34, 170-186. Retrieved from http://journals.uran.ua/index.php/2227-6246/article/download/157308/156550/343014
Lamers, S. M. A. (2012). Positive mental health: Measurement, relevance and implications, Enscheda, the Netherlands.
Leontyev, V. (1992). Modern Psychology of Motivation. Moscow: Smysl, 2002. Retrieved from https://www.klex.ru/85e
Leontyev, D., Madrikova, E., Osin, E, Plotnikova, A., Rasskazova, E. (2007). Experience of Structural Diagnostics of Personal Potential. Psychological Diagnostics, 1, 8-31.
Pavliuk, M., Shopsha, O., Tkachuk, T. (2018). Psychological Wellbeing as Prerequisite for Development of Personal Independence of Future Specialist. Science and Education, 1, 149-156. https://doi.org/10.24195/2414-4665-2018-1-20
Pozdniakova, E. (2007). Definition of Phenomenon “Psychological Wellbeing” in Modern Psychology of Personality. Psychological Journal, 3, 87–102. Retrieved from https://www.elibrary.ru/contents.asp?id=33185703
Radchuk, H. (2015). Peculiarities of Self-Actualization of Student Personality in Learning Environment of High School. Psychology and Personality, 2(8), p.2, 85-97. https://doi.org/10.33989/2226-4078.2015.2.150834
Ryan, R. & Deci, E. (2001). On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-being. Annual Review of Psychology, 52. 141–166. https://doi.org/10.1146/annurev.psych.52.1.141 DOI: https://doi.org/10.1146/annurev.psych.52.1.141
Ryff, C. (1989). Happiness is Everything, or is it? Explorations on the Meaning of Psychological Well-being. Journal of Personality and Social Psychology, 6(57), 1069-1081. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1029.4536&rep=rep1&type=pdf DOI: https://doi.org/10.1037/0022-35184.108.40.2069
Ryff C. & Keyes, C. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 1, 719–727. https://doi.org/10.1037/0022-35220.127.116.119 DOI: https://doi.org/10.1037/0022-3518.104.22.1689
Savchenko, O. (2016). Peculiarities of Functioning of the Reflexive Competence as a Complete System. Psychological Perspectives, 27, 222-236. https://doi.org/10.29038/2227-1376-2016-27-222-236 DOI: https://doi.org/10.29038/2227-1376-2016-27-222-236
Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance, in D. H. Schunk & J. A. Greene (Eds.). Educational psychology handbook series. Handbook of self-regulation of learning and performance (p. 1–15). Routledge/Taylor & Francis Group. Retrieved from https://www.taylorfrancis.com/books/edit/10.4324/9781315697048/handbook-self-regulation-learning-performance-patricia-alexander-dale-schunk-jeffrey-greene DOI: https://doi.org/10.4324/9781315697048-1
Tkachuk, O. (2018). Metacognitive monitoring in the system of metaknowledge. Theory and Practice of Modern Psychology, 4, 158-162. Retrieved from http://www.tpsp-journal.kpu.zp.ua/archive/4_2018/31.pdf
Voloshyna, V. (2014). To the Problem of Development of Metamemory Judgments. Scientific Notes of the National University of Ostroh Academy. Series “Psychology”, 28, 150-159. Retrieved from https://eprints.oa.edu.ua/3665/1/16.pdf
How to Cite
Copyright (c) 2022 Eduard Balashov
This work is licensed under a Creative Commons Attribution 4.0 International License.