The Relationship Between Readiness for Self-development and the Ability for Self-regulation With the Subjective Well-being of Future Teachers
https://doi.org/10.18384/3033-6414-2026-2-105-115
Abstract
Aim. To identify relationships between such individual and personal characteristics as a conscious desire for self-knowledge and self-change, the ability to consciously manage one's activity in the process of achieving goals with components of subjective well-being.
Methodology. The study involved students of a pedagogical university. The sample size consisted of 128 participants, including 51 males and 77 females. The following psycho-diagnostic instruments were used: “Readiness for Self-Development” (V. L. Pavlov); “Questionnaire of the style of self-regulation of behavior – SSP-98” (V. I. Morosanova); “Method for Diagnosing Subjective Well-Being of the Individual” (R. M. Shamionov, T. V. Beskova). The processing of the research results was carried out using mathematical analysis (SPSS Statistics 27.0, Pearson’s r-correlation analysis).
Results. Relationships were identified between the structural components of an individual’s subjective well-being and such personal characteristics as the ability for self-regulation and readiness for self-development.
Research implications lie in clarifying the understanding of the prerequisites of subjective well-being of future teachers as the foundation of their future professional and personal self-realization, as well as in updating the content of the educational process in pedagogical university with regard to the purposeful development of students’ ability for self-regulation and readiness for self-development as one of the conditions for the subjective well-being of future teachers.
About the Author
S. A. Lysuenko
Ural State Pedagogical University, Nizhny Tagil State Socio-Pedagogical Institute (branch)
Russian Federation
Russian Federation
Svetlana A. Lysuenko (Nizhny Tagil) – Cand. Sci. (Psychology), Assoc. Prof., Department of Pedagogy and Psychology
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