Factors contributing to the emotional well-being of schoolchildren

Problem and aim. Currently, one can observe a number of changes in all areas of modern life, which in turn shifts the requirements for the education system. In order to advance academic achievement and develop a balanced personality of a student it is imperative to create appropriate conditions. The key resource here is primarily the emotional background having prevalence at school along with the indicators of the emotional well-being of all the participants of educational relations.

The aim of the research is to carry out an analytical review and synthesis of the results of psychological research on emotional well-being in order to determine the factors contributing to the emotional well-being of schoolchildren based on the findings.

Materials and methods. The methodical toolset of this study comprises the analytical review of scholarly literature, namely the systematic, comparative, and logical analysis of contemporary approaches to the emotional well-being of schoolchildren. The theoretical and methodological background of the study is presented by the Ecological Systems Theory by U. Bronfenbrenner and the concept of social and emotional well-being by M. Hamilton and G. Redmond.

Results. The emotional well-being of schoolchildren is a stable position of a child in an educational environment with a positive tendency to satisfy age-appropriate needs, to recognize one’s emotional experiences, and to possess skills of their regulation.

The analysis of scholarly literature distinguishes two groups of factors of the emotional well-being of schoolchildren. These factors are based on two interdependent areas: the personal dimension (personality and emotion attributes) and the environment dimension (various influential areas such as the family, educational establishments, community).

Conclusion. What is academically novel about the results is how the factors contributing to the well-being of schoolchildren are systematized. The obtained factors may form the basis of the design of a further psychological study. The empirical data will aid in defining the features of the emotional well-being of schoolchildren and thus contrive the ways to control and develop it.

Keywords: emotional well-being, emotional well-being of a schoolchild, personal factors of emotional well-being, environment factors of emotional well-being

For Reference: Pecherkina, A. A., Borisov, G. I., & Katkalo, K. D. (2023). Factors contributing to the emotional well-being of schoolchildren. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 65 (5), 536-548. doi: 10.32744/pse.2023.5.31

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Information about the authors:

Anna A. Pecherkina (Russia, Yekaterinburg) - Cand. Sci. (Psychology), Associate Professor, Head of the Department of Pedagogy and Psychology of Education, Director of the Department of Psychology. Ural Federal University named after the first President of Russia B. N. Yeltsin. E-mail: a.a.pecherkina@urfu.ru. ORCID ID: 0000-0002-2261-2505. Scopus Author ID: 57190120274. ResearcherID: Q-7376-2016

Georgy I. Borisov (Russia, Yekaterinburg) - Senior Lecturer, Department of General and Social Psychology. Ural Federal University named after the first President of Russia B. N. Yeltsin. E-mail: georgy.borisov@urfu.ru. ORCID ID: 0000-0002-3713-3005. Scopus Author ID: 57214098801. ResearcherID: AAF-7831-2020

Ksenia D. Katkalo (Russia, Yekaterinburg) - Postgraduate Student, Department of Pedagogy and Psychology of Education. Ural Federal University named after the first President of Russia B. N. Yeltsin. E-mail: k.d.katkalo@urfu.ru. ORCID ID: 0000-0002-8934-9473