mininuniverВестник Мининского университетаVestnik of Minin University2307-1281Minin Nizhny Novgorod State Pedagogical University10.26795/2307-1281-2022-10-3-13mininuniver-1344Research ArticleСОЦИАЛЬНАЯ ПСИХОЛОГИЯSOCIAL PSYCHOLOGYПсихологическое благополучие китайских и российских академически одаренных подростков: сравнительный анализPsychological well-being of Chinese and Russian academically gifted adolescents: comparative analysishttps://orcid.org/0000-0002-6666-6820ВанС.WangX.

Ван Синьчжо – аспирант

SPIN-код:  3888-6502

Санкт-Петербург

Wang Xinzhuo – Graduate student, Herzen State Pedagogigal University of Russia

SPIN-код: 3888-6502

Saint Petersburg

singelwong@mail.ruhttps://orcid.org/0000-0001-9667-4752ВолковаЕ. Н.VolkovaE. N.

Волкова Елена Николаевна – доктор психологических наук, профессор, ведущий научный сотрудник института психологии

SPIN-код:  6932-2512, Scopus AuthorID: 35486087600, ResearcherID: G-8595-2015

Санкт-Петербург

Volkova Elena N. – Doctor of Psychological Sciences, Professor, Leading Researcher at the Institute of Psychology

SPIN: 6932-2512, Scopus AuthorID: 35486087600, ResearcherID: G-8595-2015

Saint Petersburg

envolkova@yandex.ruhttps://orcid.org/0000-0001-8389-2275МикляеваА. В.MiklyaevaA. V.

Микляева Анастасия Владимировна – доктор психологических наук, доцент, профессор кафедры психологии человека

SPIN-код:  9471-8985, Scopus AuthorID: 53984860100, ResearcherID: D-4700-2017

Санкт-Петербург

Miklyaeva Anastasia V. – Doctor of Psychological Sciences, Associate Professor, Professor of Human Psychology Department

SPIN-код: 9471-8985, Scopus AuthorID: 53984860100, ResearcherID: D-4700-2017

Saint Petersburg

a.miklyaeva@gmail.comРоссийский государственный педагогический университет им. А. И. ГерценаРоссияHerzen State Pedagogical University of RussiaRussian Federation2022260920221031344Copyright © Ван С., Волкова Е.Н., Микляева А.В., 20222022Ван С., Волкова Е.Н., Микляева А.В.Wang X., Volkova E.N., Miklyaeva A.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.minin-vestnik.ru/jour/article/view/1344Введение

Введение. Психологическое благополучие является важнейшим ресурсом и условием развития человеческого потенциала, что определяет актуальность изучения психологического благополучия детей и подростков с признаками одаренности, в том числе в контексте кросс-культурного анализа. В статье представлены результаты сравнительного анализа психологического благополучия китайских и российских подростков, обучающихся на специализированных образовательных программах для академически одаренных школьников.

Материалы и методы

Материалы и методы. Выборку составили 177 подростков в возрасте 15 лет (45,8% девушек) из Китая и России (62 подростка, обучающихся на специализированных образовательных программах для академически одаренных школьников, и 115 подростков, обучающихся по общеобразовательным программам). Для сбора эмпирических данных использовалась Шкала психологического благополучия К. Рифф (в адаптациях на русском и китайском языках) и анкета для оценки отношения подростков к собственной одаренности (только для выборок одаренных подростков).

Результаты исследования

Результаты исследования. Профили психологического благополучия китайских и российских академически одаренных подростков не имеют статистически значимых различий. Между профилями групп сравнения установлены достоверные различия по параметрам «личностный рост» (F=3,16) и «самопринятие» (F=3,21), более высокие показатели по обоим параметрам зафиксированы в российской группе сравнения. При этом китайские академически одаренные подростки превосходят своих сверстников из группы сравнения по параметрам «цели в жизни», «личностный рост», «автономия», «позитивные отношения» и по суммарному показателю психологического благополучия (4,27≤F≤9,19), академически одаренные подростки из России – только по параметру «автономия» (F=4,28). В выборке российских академически одаренных подростков отношение к собственной одаренности не связано с психологическим благополучием, в выборке одаренных подростков из Китая связано с суммарным показателем благополучия, а также компонентами личностного роста и самопринятия (0,40≤r≤0,44).

Обсуждение и заключения

Обсуждение и заключения. Результаты обсуждаются в контексте анализа культурно обусловленных различий социальной ситуации развития личности подростков Китая и России.

Introduction

Introduction. Psychological well-being is the most important resource and condition for the development of human potential, which determines the relevance of studying the psychological well-being of gifted children and adolescents, including cross-cultural analysis of this phenomenon. The article presents the comparative analysis of the psychological well-being of Chinese and Russian adolescents who study at specialized educational programs for academically gifted school students.

Materials and Methods

Materials and Methods. The sample consisted of 177 15-years-old adolescents (45.8% female) from China and Russia (62 adolescents enrolled in specialized educational programs for academically gifted schoolchildren, and 115 adolescents enrolled in general education programs). The empirical data were collected with the use of K. Riff Scale of Psychological Well-being (adopted in Russian and Chinese) and a questionnaire for assessing the adolescents’ attitude to their giftedness (only for samples of gifted adolescents).

Results

Results. The profiles of psychological well-being of Chinese and Russian academically gifted adolescents have no statistically significant differences, but there is significant differences between the profiles of the comparison groups in the parameters "personal growth" (F=3.16) and "self-acceptance" (F=3.21), higher indicators for both parameters were found in the Russian comparison group. At the same time, Chinese academically gifted adolescents outperform their peers from the comparison group in the parameters "goals in life", "personal growth", "autonomy", "positive relationships" and in the total indicator of psychological well-being (4.27≤F≤9.19), academically gifted adolescents from Russia – only in the parameter "autonomy" (F=4.28). In the sample of Russian academically gifted adolescents, the attitude to their giftedness is not related to psychological well-being, in the sample of gifted adolescents from China it is related to the total indicator of well-being, as well as components of personal growth and self-acceptance (0.40≤r≤0.44).

Discussion and Conclusions. The results are discussed in the context of the analysis of culturally determined differences in the social situation of personality development for Chinese and Russian adolescent.

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The authors declare that there are no conflicts of interest present.