O papel medıador do pensamento focado na solução na relação entre resılıêncıa psıcológıca e resılıêncıa matemátıca em alunos do ensıno fundamental
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20758Palavras-chave:
Alunos, Estado emocional estável, Estado emocional ınstável, Autorrealização, AutoexpressãoResumo
O estudo examina as questões psicológicas do impacto do estado emocional dos alunos em sua autorrealização. A pesquisa foi realizada em outubro-novembro de 2023 com alunos do 1º ao 4º ano de diferentes universidades do Azerbaijão. 96 alunos participaram do estudo. No estudo, foram estudados as manifestações e os níveis do estado emocional, as características da autorrealização, as relações mútuas entre elas e as possibilidades de influência. O estudo mostrou que existem diferenças significativas na autorrealização entre grupos com estado emocional estável e instável. Em particular, embora as pontuações da “Escala de Gestão do Tempo” e da “Autoestima” estejam em primeiro lugar para ambos os grupos, os indicadores no grupo com estado emocional estável são mais elevados do que os indicadores no grupo com estado emocional instável (p = 0,04). Podemos concluir que existe uma correlação entre alguns dos componentes da autorrealização e o estado emocional, mas não todos. Isso significa que a autorrealização e a autoexpressão do aluno podem ser criadas por meio da estabilização do estado emocional.
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