Subjective-existential interpretation of ideas about the educational environment of students in a situation of prolonged academic failure

Abstract

The article analyzes the features of ideas about the educational environment of students who have been in a situation of educational failure for a long period of time. Analysis and interpretation of the results are conducted on the basis of a subjective-existential approach to personality. The main position of the given approach assumes the presence of opportunities and basic needs of the person for the demonstration (self-fulfillment) of himself in various spaces of being. Blocking these opportunities (objective or subjectively understood) deprives a person of subjective activity. The article poses and remains open the question of personal dispositions of situations of failure. Variants of ideas about the forming environment of underachieving (according to objective parameters) students are viewed. The study defined the relationship between the leading trends of the environment (personality data in representations) and real achievements of the personality in these specific situational conditions. The levelling of activity as an environmental parameter in the representations of underachieving students is shown. Being space is not interpreted by the person as providing an opportunity to be active at low objective indicators of the success of activities implemented in this environment.

Unconfirmed identity as an indicator of social failure of personality in different age periods

“…[10][11][12] Virtualization of being, by protecting it from collisions with reality, has reduced the risk of disapproval used by society to maintain normality. [13,14] Consumerization prompts a social individual to renew himself endlessly through the acquisition of new things, distracting him from the personalization of what he has acquired.…”