Cite this article as:

Михайлина М. Ю. Psychological Well-Being of Subjects of the Educational Process in the Context of Gender Features of Its Organization. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 3, pp. 212-?. DOI:

Psychological Well-Being of Subjects of the Educational Process in the Context of Gender Features of Its Organization


The purpose of the study presented in the article is comparative analysis of level characteristics of subjectively perceived psychological well-being of the participants in the educational process in mono- and heterogenous educational space. It is supposed that there is interrelation between gender factors incorporated in a certain model of educational environment and subjective evaluation of psychological security of participants of educational process. The study was carried out on a sample of representatives of educational institutions with different models of educational process organization, i.e. the Cadet School; the school that implements separate parallel learning; Gymnasium (n = 437): students (n = 251, age 13–16 years, 64% boys), parents of students (n = 114, 86% mothers), teachers (n = 72, 92% women) using the following psycho-diagnostic tools: “Psychological diagnostics of school educational environment safety” (I. A. Baeva, modified by M. Yu. Mikhaylina), the author’s questionnaire. It has been established that in the mixed-learning model based on the heterogender principle, the adaptive level of subjective well-being of students is more common than in the other two models, which indicates more complex adaptive strategies that the students have learned. Students of the Cadet classes, united by the monogender principle, have a lower level of subjective well-being. Intermediate results were obtained in the classes of separate parallel learning, which are a kind of heterogeneous organization of the educational space. The comparative analysis of teacher and parent positions data concerning various models of training are given in the study. The practical importance of the study is conditioned by possibility of using its results in optimizing educational process at schools with different models of educational environment, depending on gender characteristics of its organization. 


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