The Relationship between the Psychological Safety of the University's Educational Environment and the Subjective Well-Being of Programming Students in the Context of the Digital Transformation of Society

The article presents the results of a study of the relationship between the psychological safety of the educational environment and the subjective well-being of student programmers in the era of digital transformation of society. The theoretical part is devoted to the consideration of the issue of psychological safety of the educational environment from the point of view of domestic and foreign authors, as well as to the consideration of approaches to the study of subjective well-being. The study sample consisted of 60 students of universities in Izhevsk of different majors (30 full-time; 30 part-time), including 35 boys and 25 girls, aged 20 to 23 years ( M = 21,5; SD = 1,4), studying in the specialty of information security. Empirical data were obtained using the methodology “Psychological Safety of the Educational Environment” by I. A. Baeva, and the methodology “Subjective Well-Being Scale of A. Perue-Badu” adapted by A. A. Rukavishnikov and M. V. Sokolova. The available results indicate that the higher the level of attitude toward the educational environment, satisfaction with its characteristics and protection from psychological violence among full-time students, the higher their level of subjective well-being. At the same time, the lower the level of attitude toward the educational environment, satisfaction with its characteristics and protection from psychological violence among part-time students, the lower their level of subjective well-being. The results obtained can help in the development of measures to create a favorable psychological climate in the context of distance learning, and the prospects for further research can be aimed at studying cultural and social factors of psychological security in the context of digital transformation of education and society as a whole.