SELF-EDUCATIONAL ACTIVITY IN THE STUDENT AGE AS AN INDICATOR OF MENTAL WELL-BEING OF PERSONALITY

Abstract

The aim: The aim of the article is to highlight the results of an experimental study of the indicators of students’ mental health depending on their involvement in self-educational activities. Materials and methods: We conducted a comparative experimental research. There was a block of questionnaires, which required to choose one of the answers offered in the list and evaluate it on a given scale. The research collected data on respondents’ self-educational activities and indicators of their mental health: meaningfulness of life, reflexivity, internal motivation for learning, stress resistance, components of self-actualization. Results: Respondents engaged in self-educational activities in the profession they acquire have significantly higher rates of internal motivation for learning, time orientation and autonomy than respondents who are not engaged in self-educational activities. Respondents engaged in self-educational activities which are not related to the profession they acquire have significantly higher rates of internal motivation for learning, time orientation, cognition and creativity needs than non-self-educated respondents. Conclusions: The research helps us to understand the progress of students’ mental well-being. The results of the research help to find the ways of providing the mental health to students. In particular, encouragement of students’ self-educational activities will help to improve the mental well-being of their personality.