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  1. 2 Vorone S.

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LATVIJAS STUDENTU PSIHOSOCIĀLĀS LABKLĀJĪBAS MODEĻA ĪPATNĪBAS LATGALES REĢIONĀ

100%
Vorone S.
Sociālo Zinātņu Vēstnesis
|
2012
|
issue 2
101-117
EN
In this paper the concept of well-being in theories and empirical research of modern positive psychology is analyzed, in relation with sociodemographic factors. With development of positive psychology, the term ìwell-beingî has gained meaning also in the science of psychology, expanding its use beyond descriptions of economic well-being. The topicality of the research is determined by the fact that the indicators of well-being fluctuate rapidly, as the economic situation changes, therefore well-being research becomes very important (Eurobarometer 2008-2011; Prosperity Index 2010, 2011). Given the current level of well-being in the country and the negative expectations resulting from crisis and pessimism, the youth and adults, who are active socioeconomically, have concerns about their present and future chances. Many university students in Latvia foresee the possibility of unemployment or lower qualification job opportunities after graduation, and that in turn influences their study process. The aim of the research is to investigate the specifics of subjective, psychological and social dimensions of well-being in student environment in Latvia in relation with different sociodemographic factors. The object of the research is the dimensions of students’ psychosocial well-being. Psychological and demographic surveys and mathematical statistical methods were used. Scales for measuring components of psychosocial well-being were used to study psychological variables. The research results reveal that students in Latgale region of Latvia report moderate levels of psychosocial dimensions of well-being in life generally and are quite satisfied with study life and different life domains. High levels of positive thinking and experience of positive emotions were found, indicating that students tend to have positive experiences in spite of dynamics of crisis. The research showed that specifics and levels of psychosocial well-being dimensions can also differ for different demographical groups. It was found that statistically significant differences exist in all dimensions of well-being, especially in subjective well-being, in relation with study type and study format and living in dorms.
2
Content available remote

LATVIJAS STUDENTU PSIHOSOCIĀLĀS LABKLĀJĪBAS MODEĻA ĪPATNĪBAS LATGALES REĢIONĀ

100%
Vorone S.
Sociālo Zinātņu Vēstnesis
|
2012
|
issue 2
101-117
EN
In this paper the concept of well-being in theories and empirical research of modern positive psychology is analyzed, in relation with sociodemographic factors. With development of positive psychology, the term ìwell-beingî has gained meaning also in the science of psychology, expanding its use beyond descriptions of economic well-being. The topicality of the research is determined by the fact that the indicators of well-being fluctuate rapidly, as the economic situation changes, therefore well-being research becomes very important (Eurobarometer 2008-2011; Prosperity Index 2010, 2011). Given the current level of well-being in the country and the negative expectations resulting from crisis and pessimism, the youth and adults, who are active socioeconomically, have concerns about their present and future chances. Many university students in Latvia foresee the possibility of unemployment or lower qualification job opportunities after graduation, and that in turn influences their study process. The aim of the research is to investigate the specifics of subjective, psychological and social dimensions of well-being in student environment in Latvia in relation with different sociodemographic factors. The object of the research is the dimensions of students’ psychosocial well-being. Psychological and demographic surveys and mathematical statistical methods were used. Scales for measuring components of psychosocial well-being were used to study psychological variables. The research results reveal that students in Latgale region of Latvia report moderate levels of psychosocial dimensions of well-being in life generally and are quite satisfied with study life and different life domains. High levels of positive thinking and experience of positive emotions were found, indicating that students tend to have positive experiences in spite of dynamics of crisis. The research showed that specifics and levels of psychosocial well-being dimensions can also differ for different demographical groups. It was found that statistically significant differences exist in all dimensions of well-being, especially in subjective well-being, in relation with study type and study format and living in dorms.
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