Keyword: «educational environment»

This article presents the results of a study of students of a pedagogical university, a psychological profile, regarding the relationship of the type of attachment, family organization and their success of adaptation and study in the educational environment. Young people from complete families with a secure attachment type adapt to university education more easily and successfully.

The relevance of the study is due to the growing neuroticism of the student population in the context of the multicomponent stress of the educational environment. The scientific novelty of the work lies in the development of a comprehensive multi-level prevention model that integrates institutional, group and personal resources. As a result of the study, the key socio-psychological determinants of neurotic disorders were identified and specific tools for their leveling were proposed. The results obtained can be applied in the practice of psychological support of the educational process, in the design of health-saving educational technologies and in student self-government development programs.

The article is devoted to the age-related dynamics of personality development in the educational environment. It examines the main stages of age development according to E. Erikson, the characteristics of the school-age period, and the psycho-pedagogical traits of younger and middle school children. The article analyzes factors influencing personality development, such as heredity, social environment, and educational influences. Special attention is given to the impact of the educational environment on the development of students’ emotional, social, and intellectual spheres. The presented materials can be used by teachers, psychologists, and researchers to optimize the educational process and support students’ personal growth.

The article presents the results of an empirical study of the relationship between socio-psychological personality characteristics (core beliefs) and the level of state and trait anxiety in students. The sample consisted of 78 1st–3rd year students of V.I. Vernadsky Crimean Federal University. The diagnostic tools included the State-Trait Anxiety Inventory by C.D. Spielberger – Y.L. Khanin and the «Core Beliefs Scale» by M.A. Padun – A.V. Kotelnikova. It was found that the majority of respondents have a moderate level of both state (74%) and trait anxiety (68%); a high level of trait anxiety was diagnosed in 12.8% of students. Correlation analysis (Spearman) revealed predominantly moderate direct relationships between core beliefs and anxiety. The most significant correlation was recorded between the «Self-image» scale and «Trait anxiety» (r = 0.538; p < 0.01). The obtained results indicate that in adolescence, positive self-perception and belief in a just world can be accompanied by increased anxiety due to high internal demands, responsibility, and perfectionism. This emphasizes the need to develop psychological and pedagogical support programs in the educational environment aimed not only at correcting negative beliefs but also at teaching self-regulation skills while maintaining a positive self-concept.

This article examines the actual problem of professional burnout of teachers and its impact on the personal development of students. According to the World Health Organization, the teaching profession is one of the three leaders in the prevalence of burnout syndrome (CMEA). The emotional state of the teacher is a key condition for the formation of the psychological safety of the class. The problem of professional burnout is not only an individual psychological phenomenon, but also a systemic factor that destabilizes the educational environment. Special attention is paid in the article to the views of great teachers (K.D. Ushinsky, A.S. Makarenko, V.A. Sukhomlinsky) – authors on the role of teachers in creating a favorable educational environment and preventing the negative consequences of emotional exhaustion. Practical recommendations on prevention of burnout and maintenance of psychological well-being of teachers are offered.