ОПЫТ МЕНТОРСКОГО ВЗАИМОДЕЙСТВИЯ И ПСИХОЛОГИЧЕСКОЕ БЛАГОПОЛУЧИЕ СТУДЕНТОВ ПЕДАГОГИЧЕСКИХ ВУЗОВ

<p><strong>Context and Relevance.</strong> This article considers one possible correlate of well-being, the cognitive illusion of age. A number of studies have shown the correlation of cognitive illusions of age with either subjective well-being or psychological well-being, studying it in samples with significant age variation. <strong>Objective.</strong> To identify the correlation of the cognitive illusion of age with both subjective and psychological well-being of individuals in adolescence and to establish the variables mediating this correlation. <strong>Hypotheses. </strong>Indicators of subjective and psychological well-being are hypothesized to be significantly higher in adolescents with a negative cognitive illusion of age compared to those with a positive cognitive illusion. Sex and employment are hypothesized to mediate the relationship between the cognitive illusion of age and both subjective and psychological well-being. <strong>Methods and Materials. </strong>The sample consisted of 96 students (M = 19,27, SD = 0,814, where 48% were young men) aged between 18 and 21 years. The following methods were used: “Age-of-me” (B. Barak); “Life Satisfaction Scale” (E. Diener); “Positive and Negative Affect Schedule” (D. Watson, L. Clark, A. Tellegen); “Ryff's Scales of Psychological Well-being”. <strong>Results.</strong> The study found that subjective age overestimation (negative cognitive illusion of age), as opposed to positive cognitive illusion, is correlated with higher indicators of psychological and subjective well-being of a person in adolescence. The hypothesis that sex and employment mediate the correlation between the cognitive illusion of age and well-being was tested. It was found that regardless of sex and work experience, negative cognitive illusion was directly related to higher measures of well-being in young adulthood. <strong>Conclusions. </strong>The results suggest that the negative cognitive illusion of age may contribute to higher levels of both psychological and subjective well-being in adolescence.</p>

Introduction. This study addresses the need to further contextualize research on well-being (e.g., Kjell, 2011) in terms of cross-cultural aspects of personality traits among adolescents and by examining two different conceptualizations of well-being: subjective well-being (i.e., life satisfaction, positive and negative affect) and psychological well-being (i.e., positive relations with others, environmental mastery, self-acceptance, autonomy, personal growth, and life purpose).Methods. Iranian (N = 122, mean age 15.23 years) and Swedish (N = 109, mean age 16.69 years) adolescents were asked to fill out a Big Five personality test, as well as questionnaires assessing subjective well-being and psychological well-being.Results. Swedes reported higher subjective and psychological well-being, while Iranians reported higher degree of Agreeableness, Openness and Conscientiousness. Neuroticism and Extraversion did not differ between cultures. Neuroticism was related to well-being within both cultures. Openness was related to well-being only among Iranians, and Extraversion only among Swedes. A mediation analysis within the Swedish sample, the only sample meeting statistical criteria for mediation analysis to be conducted, demonstrated that psychological well-being mediated the relationship between Neuroticism and subjective well-being as well as between Extraversion and subjective well-being.Conclusions. Certain personality traits, such as Extraversion, Openness, and Conscientiousness, relate differently to well-being measures across cultures. Meanwhile, Neuroticism seems to relate similarly across cultures at least with regard to subjective well-being. Furthermore, the results give an indication on how psychological well-being might mediate the relationship between certain personality traits and subjective well-being. Overall, the complexity of the results illustrates the need for more research whilst supporting the importance of contextualizing well-being research.

The relevance of this study is caused by the insufficient methodological development of the mechanisms and methods for the empathy formation among students of pedagogical and medical universities, which is an important professional competence of future teachers and doctors. The empathic culture of teachers and doctors is an integral part of the personal culture, a component of profession skill that requires purposeful formation and development. The purpose of the study is to theoretically substantiate and experimentally test the mechanisms of formation of the empathic culture in students of pedagogical and medical universities. The main research method is based on the selected diagnostics: 1. The method of diagnosis of communicative control (M. Schneider); 2. Assessment program of non-verbal communication (A.M. Kuznetsova); 3. Methodology ‘Balanced Emotional Empathy Scale’ (A. Mehrabian, E. Epstein). Results. In the profession of a doctor and teacher, we have demonstrated that empathy is an important professional quality. The majority of students of pedagogical and medical universities showed average levels of empathic culture. Emotional and activity channels of empathy are more developed among teachers, and cognitive channels are more developed among physicians. Practical significance. The results of the study can be used in the professional training of students of pedagogical and medical universities.

The aim of this study was to investigate the effectiveness of mindfulness education on emotional, psychological, and social well-being of 12th grade students in Tehran. The research method was quasi-experimental with pretest-posttest design and control group. The statistical population of the study included all 12th grade students of the 12th district of Tehran in the academic year of 2018 to 2019. 60 students who gained low scores in three dimensions of Subjective Well-Being Questionnaire of Keyes and Magyar-Moe (2003) were selected through random sampling method. The participants were assigned into 2 experimental and control groups. The experimental groups received a Mindfulness protocol in 8 sessions during 2 hours. After completion of the sessions, all the participants were re-evaluated. Data were analyzed through multivariate analysis of covariance. The findings showed that in the emotional well-being aspect, with the components of positive emotional affection (P < 0.025, F = 17/80) and negative emotions (P <0.025, F = 5/41), in the psychological well-being, with the components self-esteem (P < 0.008, F = 25.26), life goal (P < 0.008, F = 38.19), environmental domination (P <0.008, F=82.82), relationships with others (P < 0.008, F = 19.12), as well as personal development (P < 0.008, F = 87.38), and in the social well-being aspect, admission and acceptability (P <0.01, F =18.09) and realism (P <0.01, F = 11.30), there was a significant difference between the experimental and control groups and it can be concluded that the mindfulness education affects the improvement of psychological, social and emotional well-being components in the students.

Introduction. The issue of human well-being and the factors that ensure it is becoming increasingly important for psychologists and educators. The least studied area remains the issue of the nature of the relationship between different types of well-being, in particular spiritual and psychological. The study reveals insufficient study of spiritual well-being, where spirituality is often considered as a value category, and not as a component of mental health. This emphasizes the need to integrate the spiritual dimension into psychological research and the implementation of its results in pedagogical practice, which determines the novelty and theoretical significance of this study. The purpose of this study is to determine the specific relationship between spiritual and psychological well-being at different stages of maturity. Materials and methods. The study was conducted on a Russian-speaking sample of 959 respondents (761 women and 198 men, average age (38.6 ± 14 years). Spiritual well-being was studied using the «Spiritual Well-Being Scale» as adapted by I.A. Bakushkin and R.V. Ershova, 2025, and psychological well-being was studied using the «Psychological Well-Being Scale» by C. Ryff, as adapted by N.N. Lepeshinsky, 2007, methods of mathematical and statistical data processing. KEYWORDS Results. The study revealed age-related differences in indicators of spiritual and psychological well-being. The younger group was characterized by a moderate level of spiritual (74.1%) and religious well-being (56.3%), with no correlation between religious well-being and the subscales «Autonomy» 0.06 [-0.08; 0.2] p=0.413 and «Environmental management» 0.1 [-0.04; 0.24] p=0.146. The older group demonstrated high indicators of spiritual (59.6%) and religious well-being (80.1%), as well as a more pronounced positive attitude towards others (p&lt;0.001), personal growth (p&lt;0.001) and a purpose in life (p=0.047). Age, having children, and having a purpose in life are highlighted as significant predictors of spiritual well-being. Conclusion. Spiritual well-being, especially through the existential component, is closely related to psychological well-being through such components as «Self-acceptance», «Purpose in life», «Positive attitudes towards others», «Environment management» and the general indicator of psychological well-being. The study confirmed the hypothesis of a close connection between spiritual and psychological well-being, it enriches the understanding of spiritual well-being as a multidimensional construct integrating religious and existential aspects, and its connection with psychological well-being in the context of the Russian-speaking sample.

Adverse Childhood Experiences (ACEs) have been recognized as potent predictors of psychological functioning in adulthood. These early life stressors, encompassing abuse, neglect, and household dysfunction, can significantly impair psychological well-being (PWB). Despite growing global evidence, the intersection of ACEs with age and gender as moderating factors in psychological outcomes remains underexplored in the Pakistani context, particularly among university students. Objective: To examine the relationship between adverse childhood experiences (ACEs) and psychological well-being (PWB) among university students in Quetta, Pakistan, and to investigate the moderating effects of age and gender on this relationship. Methods: A cross-sectional study was conducted among 145 university students, stratified into two age groups (18–24 and 25–30 years), across Quetta, Pakistan. Data were collected using the conventional 10-item Adverse Childhood Experiences (ACEs) questionnaire and a shortened 18-item version of the Psychological Well-Being (PWB) scale covering six domains (autonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance). Statistical analysis included independent samples t-tests to assess mean differences by age and gender, and correlation analysis to examine the relationship between ACEs and PWB. Results: The results showed a statistically significant relationship between ACEs and PWB (p &lt; 0.05). A mean difference was observed between the two age groups on the ACEs scale (p = 0.04), but the mean difference on the PWB scale was not significant (p = 0.388). Gender-based analysis indicated no statistically significant mean differences on the ACEs (p = 0.782) or PWB (p = 0.841) scales. However, correlation analysis affirmed a negative association between higher ACE exposure and lower psychological well-being. Conclusion: The findings suggest a significant inverse relationship between adverse childhood experiences and psychological well-being among university students. Although age showed a significant impact on ACE scores, gender did not appear to influence either ACEs or PWB significantly. These results underscore the importance of early trauma-informed interventions in improving psychological health outcomes in youth populations.

Mindful learning is widely known to improve learning outcomes, yet its association with students’ well-being remains unexplored. This study aimed to investigate the impact of mindful learning on subjective well-being (SWB) and psychological well-being (PWB) in postgraduate students, using survey questionnaires and a randomized experimental design. In Study 1, correlation and regression analyses based on 236 postgraduate students revealed significant positive associations among mindful learning, SWB, and PWB. In Study 2, 54 students were randomly assigned to three groups: the experimental (which received Mindful Learning Coaching), active-, and blank control groups. The results from repeated-measures ANOVA showed that coaching significantly improved students’ mindful learning. The participants’ SWB and PWB significantly decreased in both the active- and blank control groups, whilst their SWB and PWB tended to increase in the experimental group. In conclusion, mindful learning, SWB, and PWB are significantly correlated, while the enhancement of mindful learning may be a protective factor in students’ well-being.

Purpose . The article examines such a relevant concept in the modern information society as a digital footprint, and raises issues of applying the analysis of students’ digital footprint data. The authors analyze the specifics of the students’ digital footprint of a pedagogical university, emphasizing the need for the future teachers to explore the possibilities of using technologies for analyzing digital footprint data in their professional activities and characterize the relevant competencies. At the same time the authors emphasize the lack of sufficient research devoted to the analysis of the students’ digital footprint in relation to the professional training of future teachers. This makes it possible to formulate the problem of the paper: what level of awareness do the students of a pedagogical university have about their own digital footprint and do they know how to analyze it? The purpose of the article is to identify the level of future teachers’ awareness about the concept of a “digital footprint”, the ways to collect and analyze it, as well as the role that their digital footprint on the Internet has on their own image and future professional activities. Materials and methods . To solve the problem and achieve the purpose of the paper the authors use such methods as testing (first-year students of Omsk State Pedagogical University took part in it), performing tasks for self-assessment of the digital footprint by second-year students. For self-assessment of the digital footprint by students of pedagogical universities, the authors formulated criteria based on the professional qualities that a teacher should possess. Results . As a result of the testing the authors formed three groups of students, selected based on their knowledge of the digital footprint: low, medium and high levels. The third group turned out to be the smallest one: only twelve people (13% of respondents) showed a high level of knowledge about the digital footprint. An analysis of the work shows that some students perfectly realize how their online behavior is related to the image of the teacher, others can only see the obvious risks, but do not take into consideration the hidden consequences of their actions, still others realize the importance of a digital footprint in theory, but do not apply this knowledge in practice. Conclusion . The general conclusion that can be made based on the conducted research, there is a lack of a systematic approach and strategy for managing the digital footprint. Most students have disparate ideas about the digital footprint; there is no skill in deep analysis of long-term consequences. The following means that the additional work to create a professional online image of the teacher, especially in terms of positioning and public interaction is required. It is necessary to include a module on digital footprint, digital hygiene and ethics of online teacher behavior in the curriculum.

Occupational therapy practitioners can use therapeutic activity to promote veterans' well-being, but the mechanisms through which participation promotes well-being are poorly understood. To examine whether coping ability, meaningful activity, and social support mediate the relationship between participation and two indicators of veterans' overall well-being: life meaning (psychological well-being) and life satisfaction (subjective well-being). Explanatory cross-sectional design. We used two multiple mediation models to test whether coping ability, meaningful activity, and social support explained the relationship between participation and both life meaning and life satisfaction. Models were adjusted for demographic characteristics and service-related health conditions (e.g., posttraumatic stress disorder). Community. Three hundred eighty-nine community-based veterans attending college. None. Measures of participation, coping ability, meaningful activity, social support, life meaning, life satisfaction, and service-related health conditions. Meaningfulness of activity partially explained the relationship between participation and both psychological well-being (B = 0.16, standard error [SE] = 0.04, 99% confidence interval [CI] [0.07, 0.27]) and subjective well-being (B = 0.14, SE = 0.03, 99% CI [0.07, 0.24]). Social support partially explained the relationship between participation and subjective well-being (B = 0.05, SE = 0.02, 99% CI [0.01, 0.11]). These findings persisted when symptoms of service-related health conditions were accounted for. Veterans' participation is associated with a greater sense of meaningful activity and social support, which in turn promotes psychological and subjective well-being. Occupational therapy practitioners may promote veterans' well-being by supporting engagement in activities that elicit meaning and enable social interaction, although further study is needed. This is among the first studies to test mechanisms underlying the relationship between veterans' engagement in activities and their overall well-being. Results may inform treatment theories for activity-based interventions in the veteran population. For example, results indicate that occupational therapy interventions that facilitate engagement in meaningful and shared activities could be developed to promote veterans' well-being.

Purpose: With the economic crisis and recession caused by COVID-19, people from all over the world are facing insecurity of employment and losing hope for the future. Consequently, this study was carried out to investigate the effects of hope scale on the makeup psychology and psychological well-being among female college students in such a crisis. Method: A questionnaire method was selected in this study to survey female college students in Seoul and Gyeonggi Provinces. The questionnaire consisted of demographic variables, hope scale, psychological well-being, and makeup psychology. Frequency, percentile, and average were analyzed to understand the demographic characteristics of the study subjects, and the causal relationship among hope scale, psychological well-being, and makeup psychology was examined through single regression analysis. Results: In terms of the effects of hope scale on makeup psychology, only planning power was found to have a statistically significant effect on etiquette and social life, only determination on self-expression and pursuit of beauty, and both determination and planning power on satisfaction and attractiveness. Similarly, for the effects of hope scale on psychological well-being, both determination and planning power were found to have a statistically significant effect on personal growth and self-acceptance and only determina-tion on positive interpersonal relationship. Conclusion: The psychology behind wearing makeup plays an important role in one’s etiquette and social life, while serving the role of expressing and satisfying oneself. Psychological well-being seems to be affected by the existence of hope; when people with a significant level of psychologically well-being have hope, they can over-come disasters and have the willingness to express self through makeup.

In the psychological knowledge there is an objective necessity of understanding the phenomenon of urban identity with the purpose of deepening scientific psychological knowledge about the essence of this concept, as well as for the practical purpose of regulating migration processes, particularly educational migration. Since the urban space is an important component of the social environment, then the parameters of urban identity, the measure of its wholeness, integrity, or, on the contrary, contradiction and internal conflict, are a factor of maintaining the psychological well-being of the individual. The aim – to establish the interconnection between the level of formation of urban identity and the psychological well-being among urban and rural student youth. Methods. “The identification scale with the city” by M. Lalli has been applied, which contains five semantic blocks: the external value of the city, general affection, connection with the past, perception of affinity, goal setting; “The scale of psychological well-being” K. Riff in the adaptation of T.D. Shevelenkova, P.P. Fesenko. The questionnaire consists of the six main scales: positive relationships with others, autonomy, environmental management, personal growth, the purpose in life, self-acceptance. The empirical study involved full-time students, the “urban” (parents live in the city) and the “rural” (parents live in the village) have been distinguished among them, the students live in the university dormitory. Results and conclusions. It has been found out that the wholeness and integrity of urban identity are an important indicator of maintaining the psychological well-being of the individual. The differences in the level of manifestation of urban identity between urban students and rural students were identified, especially it concerns such components as general affection for the city and connection with the past. It has been established the interconnections between urban identity and the indicators of psychological well-being, that testifies to the influence of a positive emotional attitude to the city on positive relationships with others, the ability to manage their environment, self-acceptance, the vision namely in the city of their further life trajectory, that is, the students perceive the urban environment as the potential that provides an opportunity for professional and personal development.

University is a challenging environment for young people due to the socio-emotional and academic demands that characterize university education. University students often experience psychological distress due to high levels of stress, which can sometimes lead to mental health problems such as chronic exhaustion, anxiety symptoms, depression, hopelessness, and increased risk of suicide. The purpose of this study was to examine the role of mindfulness as a mediator between psychological distress and well-being in university students. A non-probabilistic sample of 1113 university students was achieved. The mean age was 19.58 years (SD = 3.22). Data were collected using validated self-report instruments: the Five Facet Mindfulness Questionnaire (FFMQ), the Patient Health Questionnaire–4 (PHQ-4), the Perceived Stress Scale–10 (PSS-10), and the WHO-5 Well-Being Index. The structural equation model indices demonstrated an adequate to excellent model fit, supporting the theoretical structure of the proposed model. Path analysis revealed a significant indirect effect of psychological distress and stress on psychological well-being through the facets of Acting with Awareness and Non-Reactivity. These findings lend support to the notion that mindfulness functions as a psychological mechanism that mitigates the impact of psychological distress in university students and promotes states of well-being. Highlighting the need to implement psychoeducational and psychological strategies in universities that promote the practice of mindfulness. These strategies could significantly contribute to the reduction of symptoms of stress, anxiety, and depression, thus promoting well-being of students in their academic environment.

BackgroundAdverse Childhood Experience (ACEs) have been linked to several detrimental health outcomes, including poor mental health. Due to the change from high school to college life and the increasing pressures, university students are especially susceptible to the harmful effects of ACEs. Emotional intelligence (EI) has been identified as a protective factor against the negative impact of ACEs on psychological well-being (PWB).ObjectivesThis study aims to explore and examine the relationship between ACEs, PWB, and EI among university students in Al-Hasa Governorate of Saudi Arabia.MethodologyA cross-sectional study was carried out with a convenience sample of 272 university students recruited from different academic disciplines in King Faisal University, Al-Hasa, Saudi Arabia. Participants completed a web-based survey in which they were asked to retrospectively self-report on ACEs, PWB and EI. Chi-square and t-tests were performed to examine differences in demographic characteristics, and ACE scores. Linear regression model was applied to predict the PWB and EI from total ACE score and p value was considered statistically significant at p < 0.05.ResultOnly 27.5% of the study sample experienced no ACEs, and 18.01% participants experienced ≥ 4 ACEs. Participants aged between 18–24 years old had a significantly higher frequency of ACEs for emotional abuse (p = 0.01), emotional neglect (p = 0.01), and household mental illness (p = 0.01) than the other age group. Results clearly revealed that participants who had never experienced any ACE’s reported better PSW and high EI. Correlation results indicated fair to moderately strong relationship between ACE, PSW and EI. ACE was found significant predictor of autonomy (r2 = .11, b = -.75, p < 0.01), environmental maturity (r2 = .15, b = -.90, p < 0.01), personal growth (r2 = .10, b = -.77, p < 0.01), positive relations (r2 = .07, b = -.67, p < 0 .01) and self-acceptance (r2 = .19, b = -1.17, p < 0.01) dimensions of PWB. Appraisal of own emotions (p < 0.01), appraisal of others emotions (p < 0.05), regulation of own emotions (p < 0.05), regulation of others emotions (p < 0.05), and utilization of emotions (p < 0.01) were found significant predictors of ACE.ConclusionThese findings may have implications for mental health professional and university administration, as students with higher number of adverse experiences need higher level of service and support.

The association between socio-cultural factors and well-being among young adult Middle Eastern migrants in Australia

Procrastination is prevalent among university students, impacting their academic performance and psychological well-being. This study was conducted to examine the relationship between procrastination levels and Psychological well-being among university students. The 100 samples (Male 50, Female 50, aged 19 - 25 years) were taken from multiple universities. Procrastination was measured by the Procrastination Assessment Scale-Students (PASS), which was developed by Solomon et al., (1984), and Psychological well-being was measured by The Psychological Well-being Scale (PWBS), which was developed by Sisodia &amp; Choudhary (2005). Data obtained was analyzed with the help of SPSS (16th version) among university students. Results were revealed a significant negative correlation between procrastination levels and psychological well-being, its indicating that higher levels of procrastination are associated with increased stress, anxiety, and symptoms of depression among university students. These findings underscore the detrimental impact of procrastination on students' mental well-being and highlight the need for interventions targeting procrastination management and stress reduction to improve students' overall psychological well-being.