SELF-EDUCATION AS A COMPONENT OF A HEALTHY LIFESTYLE AND STUDENTS’ VALEOLOGICAL LITERACY OF IN THE PROCESS OF PHYSICAL EDUCATION
Abstract
Modern young generation possess sufficient knowledge about maintaining health, as well as about the ways and methods to support it, but their implementation often faces difficulties and the “wealth of knowledge” is not applied in practice due to negative factors that hinder implementation. The research was conducted on the premises of the Siberian Federal University with the participation of 113 adolescent students. The objective of the work is to analyze the existing psychological-pedagogical theory and practice of valeological education and upbringing at the university among first, second, and third–year students, which requires an integrated approach and includes the study of scientific papers, regulatory documents, and the real conditions of university life, identifying the psychological characteristics of students.
As the result of research a ‘good’ health status was found among first- and third-year female students and for male students in their third year. Second-year students were assessed as having ‘satisfactory’ health. It was established that a low level of psychological stress prevailed among 50% of first- to third- year female students, which indicated more favorable social adaptation and calm acceptance of learning conditions. This indicator was more variable among male students, 67% of first-year students and 47% of second-year students had an average stress level, 42% of third-year students had a low stress level, while17 Students (15%) were found to have a high stress level. The research measured the levels of overall life satisfaction, living conditions, and basic needs of the participants.
The importance of conducting annual research has been noted to identify the specifics of personal psychological characteristics and to understand the situation of emotional and psychological stress. It can be stated that by engaging in conscious and purposeful health-promoting activities, as well as creating an environment of living and activity, positively influencing external conditions, a student can develop and maintain inner freedom and power over his own life and circumstances, making it more fruitful, healthy and long-lasting. The results obtained in the study can be used to develop pedagogical strategy for fostering students valeological self-education.
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