Vachkov Igor; Vachkova Svetlana

Factors of educational environment and psychological health of schoolchildren

Abstract

The article presents an analysis of foreign studies dealing with the impact of various factors on the psychological health of schoolchildren and the success of their education. The most important of these factors are the pupil, the family, the school on the whole and the teacher. At the same time, the infl uence of these factors, according to the fi ndings, often turns out to be quite diff erent from what it seems to the ordinary consciousness. A study of the results of decades of research has allowed the authors to make a conclusion about the dominant role of the pupil and his or her own eff orts in the success of learning and in the state of his/her psychological health. A chronic disease of the child, contrary to the established opinion, though negatively aff ects the educational success and psychological health of the pupil, has no great infl uence on his or her performance. Much more important are the expectations of parents of the child, their emotional support and faith in him. Other important factors are the peculiarities of the school culture and the school routines. In addition to considering foreign studies, the article describes the characteristics of several of the most performant American schools, in which the factors of the educational environment are expressed with particular clarity and the study of which has been conducted by the authors themselves. The article also shows that the relationships developed with teachers strongly infl uence the success of education and psychological health of pupils. Even if other intra-school factors are not positive, a teacher who is able to take the point of pupils on certain issues may have a significant positive impact on their academic performance and well-being.

Keywords

learning performance, psychological health, educational environment, metaanalysis, pupil, family, school, teacher, well-being, parental expectations

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Information about the author

Vachkov Igor

Academic Degree: Doctor of Sciences* in Psychological Sciences;
Academic Rank: Professor;
Place of work: Moscow Pedagogical State University; 6 Malyi Sukharevskii per., Moscow, 127051, Russian Federation;
Post: Professor, Department of Social Pedagogy and Psychology;
ORCID: 0000-0001-7784-7427;
Email: igorvachkov@mail.ru.

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Vachkova Svetlana

Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Moscow City University; 4/1 2-oi Sel'skokhoziaistvennyi proezd, Moscow 129226, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-3136-3336;
Email: svachkova@mgpu.ru.

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.