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Gayvoronskaya A. А. Experience of Unfair Situations in University Students in the Course of Educational Process . Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2020, vol. 9, iss. 1, pp. 69-76. DOI: https://doi.org/10.18500/2304-9790-2020-9-1-69-76


This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
UDC: 
159.9.07
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Russian

Experience of Unfair Situations in University Students in the Course of Educational Process

Abstract: 

The relevance of the research topic is conditioned by insufficient coverage of unfair situations-related experience in students in the course of educational process. Studying the experience of unfair situations during the communicative interaction of university professors and students reflects the ways of personal development and contributes to the improvement of psychological climate in student life. The purpose of the study is to identify students’ experiences of unfair situations arising in the educational process and various types of sensitivity to justice, as well as values. Presumably, values of achievement are characteristic of subjects with sensitivity of “beneficiaries”, values of conformity are characteristic of “victims”, values of independence can be traced in “violators”, while traditional values are expressed for “observers”. The study was carried out on a sample of students (N = 98; average age = 19.4 years, 50% of men) using the mini-essay method, content analysis, M. Schmitt’s justice sensitivity scale, and S. Schwartz’s value questionnaire. It is shown that the content of experiences related to unfair situations in students is caused by manifestations of communicative aggression by professors. The major topics of students’ mini-essays describing unfair situations are criticism, causticity, irony of a professor; high expectations of a professor as far as the content of the subject under study is concerned. We set a high level of emotional stress towards the unfair situation for the group under study, where the major component of sensitivity to justice is the sensitivity of the “observer” in relation to the value of conformism. For subjects with the “beneficiary” type of sensitivity to justice, power is the leading value characteristic, for “victims” these are conformal values, for “violators” - the value of achievement. It has been shown that a university professor sets standards for students’ behavior, while experiencing unfair situations that are his/her fault, has a traumatic effect on the students’ psyche. The applied aspect of the problem under study can be implemented in activities aimed at the development of communicative culture between teachers and students to reduce communicative aggressiveness.

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