当代情境下情绪、人格特质和元认知对大学生心理健康的影响

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Ekaterina G. Denisova, Pavel N. Ermakov, I. V. Abakumova, Nadezhda V. Sylka
{"title":"当代情境下情绪、人格特质和元认知对大学生心理健康的影响","authors":"Ekaterina G. Denisova, Pavel N. Ermakov, I. V. Abakumova, Nadezhda V. Sylka","doi":"10.17759/pse.2022270507","DOIUrl":null,"url":null,"abstract":"This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of students’ psychological well-being. The article presents the results of identifiesying supporting and dysfunctional factors that affect the level of psychological well-being of the current generation of students. Study sample: 317 people subjects aged 18 to 45 years (average age 20.82) — undergraduate, graduate and postgraduate students. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; Metacognitive behavior self-assessment scale; test “Differential type of reflection”; Cognitive Emotion Regulation Questionnaire and the author’s self-assessment questionnaire of metacognitive behavior “Metacognitive skills in the structure of educational and professional activities”. It is shown that the level of subjective well-being differs significantly depending on the level of metacognitive involvement. A positive effect is also exerted by a high index of positive emotions, a greater level of extraversion and conscientiousness, and a low level of neuroticism. The data obtained can be helpful in developing programs for forming and reforming individual metacognitive strategies that contribute to successful adaptation and maintaining subjective well-being maintenance.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Emotions, Personality Traits and Metacognitions as Predictors of Students’ Psychological Well-Being in Contemporary Situation\",\"authors\":\"Ekaterina G. Denisova, Pavel N. Ermakov, I. V. Abakumova, Nadezhda V. Sylka\",\"doi\":\"10.17759/pse.2022270507\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of students’ psychological well-being. The article presents the results of identifiesying supporting and dysfunctional factors that affect the level of psychological well-being of the current generation of students. Study sample: 317 people subjects aged 18 to 45 years (average age 20.82) — undergraduate, graduate and postgraduate students. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; Metacognitive behavior self-assessment scale; test “Differential type of reflection”; Cognitive Emotion Regulation Questionnaire and the author’s self-assessment questionnaire of metacognitive behavior “Metacognitive skills in the structure of educational and professional activities”. It is shown that the level of subjective well-being differs significantly depending on the level of metacognitive involvement. A positive effect is also exerted by a high index of positive emotions, a greater level of extraversion and conscientiousness, and a low level of neuroticism. The data obtained can be helpful in developing programs for forming and reforming individual metacognitive strategies that contribute to successful adaptation and maintaining subjective well-being maintenance.\",\"PeriodicalId\":55959,\"journal\":{\"name\":\"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17759/pse.2022270507\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17759/pse.2022270507","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

本研究旨在全面探讨影响学生心理健康的情绪、个人及元认知因素。本文提出的结果识别支持和功能失调的因素,影响心理健康水平的当代学生。研究样本:317人,年龄在18到45岁之间(平均年龄20.82岁)——本科生、研究生和研究生。为了测量这些特征,使用了以下方法:对五大人物进行简短的肖像问卷调查;“情绪差异量表”方法论;诊断个体主观幸福感的方法学;元认知意识量表;元认知行为自评量表;测试“差分型反射”;认知情绪调节问卷和作者元认知行为自评问卷“教育与专业活动结构中的元认知技能”。研究表明,主观幸福感水平随元认知参与程度的不同而有显著差异。积极情绪指数高,外向性和尽责性水平高,神经质水平低,也会产生积极影响。获得的数据可以帮助制定形成和改革个人元认知策略的计划,有助于成功适应和维持主观幸福感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Emotions, Personality Traits and Metacognitions as Predictors of Students’ Psychological Well-Being in Contemporary Situation
This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of students’ psychological well-being. The article presents the results of identifiesying supporting and dysfunctional factors that affect the level of psychological well-being of the current generation of students. Study sample: 317 people subjects aged 18 to 45 years (average age 20.82) — undergraduate, graduate and postgraduate students. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; Metacognitive behavior self-assessment scale; test “Differential type of reflection”; Cognitive Emotion Regulation Questionnaire and the author’s self-assessment questionnaire of metacognitive behavior “Metacognitive skills in the structure of educational and professional activities”. It is shown that the level of subjective well-being differs significantly depending on the level of metacognitive involvement. A positive effect is also exerted by a high index of positive emotions, a greater level of extraversion and conscientiousness, and a low level of neuroticism. The data obtained can be helpful in developing programs for forming and reforming individual metacognitive strategies that contribute to successful adaptation and maintaining subjective well-being maintenance.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
1.80
自引率
37.50%
发文量
31
审稿时长
12 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信