Самооценка, субективно благополучие и процъфтяване при юноши, обучаващи се чрез традиционна и иновативна система на обучение

Автори:
Страници: 7-22
DOI: https://doi.org/10.54664/OPNU7640

Резюме:

The present article examines the relationship between self-esteem, subjective well-being, and flourishing among adolescents studying in traditional and innovative educational systems. The rapid integration of digital technologies into education and the increasing implementation of the “One Student – One Device” (1:1) model raise important questions regarding the psychological functioning and mental well-being of students in adolescence. The study focuses on adolescents in 8th and 10th grade and explores whether participation in an innovative technology-based educational environment influences levels of self-esteem, subjective well-being, and flourishing. Adolescence is considered a particularly sensitive developmental stage characterized by identity formation, emotional instability, social comparison, and the need for acceptance and personal significance. In this context, psychological constructs such as self-esteem, well-being, and flourishing play a key role in adolescents’ adaptation and mental health. The empirical research included 486 students divided into two groups: an experimental group consisting of students studying within the 1:1 educational model and a control group of students studying in a traditional educational environment. Data were collected through standardized psychological instruments, including Rosenberg’s Self-Esteem Scale, the Scale for Subjective Well-Being and Relationships in Adolescence, and Diener’s Flourishing Scale. The results demonstrate positive correlations between self-esteem, subjective well-being, and flourishing. Adolescents with higher self-esteem report greater life satisfaction, more positive social relationships, stronger emotional stability, and higher levels of flourishing. Students from innovative educational environments tend to demonstrate slightly higher levels of psychological well-being, confidence, engagement, and perceived competence compared to students from traditional classrooms. The findings support theoretical perspectives from positive psychology and self-determination theory, emphasizing the importance of competence, autonomy, social connectedness, and meaningful interpersonal relationships for optimal psychological functioning. The study also highlights the significance of supportive educational environments in promoting adolescents’ mental health and psychosocial development. The article concludes that innovative educational models, when implemented effectively, may contribute positively to adolescents’ self-esteem, subjective well-being, and flourishing. At the same time, the results underline the necessity of balancing technological integration with emotional support, social interaction, and psychological care within the school environment.

Ключови думи:

self-esteem, subjective well-being, flourishing, adolescence, innovative education, digital learning.

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