The relationship between the emotional component of psychological safety in the educational environment and anti-vital behavior in adolescents
DOI:
https://doi.org/10.33910/2686-9527-2026-8-2-198-209Keywords:
anti-vital behavior, psychological safety of the educational environment, emotional well-being, adolescents, educational processAbstract
Introduction. The influence of the emotional component of the educational environment on anti-vital attitudes in adolescents is a key research area. This article explores the relationship between the emotional safety of the educational environment, considered as a component of psychological safety, and predictors of anti-vital behavior in adolescents.
Materials and Methods. The study involved 60 secondary-school adolescents (12–15 years old) studying at the Gymnasium of Far Eastern Federal University (FEFU). The psychodiagnostic instruments included the questionnaires Emotional Safety in the Educational Environment by T. N. Berezina and Anti-Vitality and Resilience by O. A. Sagalakova and D. M. Truevtsev. Spearman’s rank correlation coefficient was used to determine the relationship between indicators of emotional well-being in the educational environment and predictors of anti-vital behavior.
Results. In the emotional safety survey, most adolescents rated academic (exam-related) aspects of their lives as unfavorable, while rating as favorable other aspects such as home, school recess, and the creative environment. Regarding predictors of anti-vital behavior, the study revealed low levels of anti-vital experiences and microsocial conflicts, with loneliness, mistrust, and anxious ruminations showing nearly equal proportions of low and moderate scores. Hypothesis testing revealed significant inverse correlations, demonstrating that high scores for emotional well-being in academic activities, during informal activities at recess, and at home reduce the likelihood of anti-vital behavior.
Conclusion. The study highlights the importance of a comprehensive approach to ensuring psychological safety in the educational environment. The findings suggest that educational institutions should develop a supportive emotional atmosphere that accounts for adolescent well-being even in the most subtle aspects of the educational process, including informal learning activities and the home environment.
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