REFLECTION AS A COGNITIVE COMPONENT OF THE SUBJECTIVE WELL-BEING OF STAFF OF EDUCATIONAL ORGANIZATIONS
Olena Gorova
University of Educational Management
https://orcid.org/0000-0001-9022-3432
PDF 91-98 (Українська)

Keywords

reflection
cognitive component
subjective well-being
staff of educational organizations

How to Cite

Gorova, O. (2021). REFLECTION AS A COGNITIVE COMPONENT OF THE SUBJECTIVE WELL-BEING OF STAFF OF EDUCATIONAL ORGANIZATIONS. PSYCHOLOGICAL JOURNAL, 7(8), 91-98. https://doi.org/10.31108/1.2021.7.8.8

Abstract

The article highlights the features of reflection as a cognitive component of the subjective well-being of the staff of educational organizations. The essence and problems of subjective well-being are analysed, connecting it with happiness, life satisfaction, psychological well-being, actual and ideal psychological well-being, etc. It has been found that subjective well-being is more characterized by changing emotional experiences in time and context, i.e. it depends on psychological well-being, which is based on the development of more stable skills and abilities. Psychological well-being is stronger and longer-lasting than subjective well-being because it affects skills, values, and so on.

The results of the study of reflection as a cognitive component of the subjective well-being of the staff of educational organizations include: experiencing the content and value of life, a sense of self-satisfaction and with life, achieving current motives, needs throughout life, positively assessing their existence, given the changing nowadays conditions. The study involved 103 people from educational organizations from different regions of Ukraine, which were divided by gender, age, place of residence, etc. Impressively low results were found both on the scales of psychological well-being of the respondents (positive attitudes, environmental management, and self-acceptance) and their experience of psychological well-being in general, in almost half of the respondents. It was found that the majority of the studied staff of educational organizations is characterised by an average level of reflection. At the same time, with increasing level of reflexivity, indicators of psychological well-being generally decrease (p ≤ 0.01), i.e. the higher the level of intellectual and emotional activity, which requires an understanding of the experience of the staff of educational organizations, to get a holistic view of optimal ways and methods of educational activities, nevertheless, educators feel psychologically safe. Statistically significant ages, gender, demographic and occupational differences in achieving psychological well-being depending on the level of their reflection were revealed.

 

PDF 91-98 (Українська)

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