CONSTRUCCIONES DE TESAUROS DE LA AUTORREALIZACIÓN Y EL BIENESTAR PSICOLÓGICO DE LOS ESTUDIANTES EN LA EDUCACIÓN UNIVERSITARIA
DOI:
https://doi.org/10.22481/praxisedu.v17i44.6694Palabras clave:
Autorealización de los estudiantes, Análisis de tesauros, Marcadores semánticos, Dominantes narrativosResumen
El propósito de este artículo es revelar las manifestaciones personales y las confirmaciones de la autorrealización de los estudiantes para determinar su bienestar psicológico en el proceso de educación en la escuela superior rusa. En el estudio, se utilizó el método de análisis de tesauros, a través del cual los autores procesaron las respuestas de los estudiantes en una encuesta especial. Este método permitió distinguir los marcadores semánticos de la autorrealización de los estudiantes con su posterior agrupación en tres tesauros sentido: el tesauro de la preparación para la autorrealización; el tesauro de las acciones de autorrealización; el tesauro de las activadoras de autorrealización. De acuerdo con los datos de la encuesta, el estudio identificó tres narrativas dominantes del bienestar psicológico de los estudiantes en de aprendizaje, como: la implicación del ego en el proceso educativo, la divulgación versátil de las capacidades personales y la aceptación en la comunidad universitaria. Estos dominantes formaron la base de criterios de un estudio especial para determinar el nivel de autorrealización de los estudiantes y su bienestar psicológico en la educación universitaria. Los resultados resumidos mostraron que el proceso de educación universitaria proporciona las condiciones y oportunidades necesarias para la autorrealización de la mayoría de los estudiantes entrevistados durante este estudio.
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