Subjective well-being and self-regulation of educational activities of students in a digital educational environment

¹ V.I. Vernadsky Crimean Federal University, Simferopol, Russia
² V.I. Vernadsky Crimean Federal University, Simferopol, Russia
³ V.I. Vernadsky Crimean Federal University, Simferopol, Russia

^* Corresponding author: prof-ped.gpa@mail.ru

Abstract

As it is well known, digitalization of many aspects of modern society has become an urgent topic in the XXI century for most developed countries. The field of education is experiencing a rapid development of digitalization; distance learning is becoming one of the main forms. This impulsiveness has caused many problems, both organizational and psychological, since reality is not yet fully ready for revolutionizing teaching methods and ways of obtaining knowledge by the student audience. That is why the transformation of education into such an important social sphere requires the efforts of representatives of many scientific disciplines, including philosophers, sociologists, culturologists and psychologists. The latter, in addition to theoretical justifications, conducted also some empirical studies of the psychological adaptability of young people to new learning conditions. One of them is the proposed study, which is based on the assumption that student satisfaction with work in a distance format during the period of self-isolation depends largely on their subjective well-being.