The correlation between students’ psychological well-being and their choice of learning strategies and teaching styles against the backdrop of digitalization

Abstract

Ensuring the psychological well-being of students is a key priority for modern universities, as it significantly contributes to both their personal and professional development. Psychological well-being fosters an environment conducive to successful learning by reducing anxiety, stress, and tension, thereby improving concentration, motivation, and academic performance. In turn, this enhances students’ readiness to tackle new challenges. Psychological well-being also plays a crucial role in professional development, enabling students to navigate learning difficulties more effectively, acquire new knowledge and skills with greater confidence, and build essential professional competencies. Self-confidence and a sense of purpose in academic and professional endeavors are integral to the formation of a strong professional identity and orientation toward a successful career. Research indicates that increasing academic demands, uncertainty about the future, and external pressures heighten emotional tension and anxiety, which in turn negatively affect academic motivation and outcomes. It is posited that students’ psychological well-being influences their educational needs, goals, and preferences, including their choice of teaching styles. This hypothesis was tested on a sample of 130 students from Moscow. The Ryff Psychological Well-Being Scale was employed to assess well-being levels, while the Educational Needs of Students tool was used to gauge academic preferences. The results revealed distinct patterns: students with higher levels of psychological well-being tended to prefer instructors who foster autonomy, creativity, and personal development. In contrast, students with lower levels of psychological well-being favored a ‘moderator’ teaching style with teachers providing psychological safety and assisting with emotional and personal challenges. Furthermore, significant differences were found in the preferences for educational content and goals between students with high and low psychological well-being. These findings highlight the importance of tailoring educational approaches to students’ psychological states in order to optimize both academic performance and overall well-being.