Designing ways to use reflection during teaching as a pedagogical tool to guide guiding students to balance between reactive anxiety and subjective well-being

Мієр, Тетяна Іванівна and Голодюк, Лариса Степанівна and Біляковська, Ольга Орестівна and Савош, Валентин Олексійович and Бондаренко, Геннадій Леонідович and Вишнівська, Наталія Володимирівна and Семеній, Наталія Олегівна (2026) Designing ways to use reflection during teaching as a pedagogical tool to guide guiding students to balance between reactive anxiety and subjective well-being Вісник науки та освіти, 45 (3). pp. 2671-2684. ISSN 2786-6165

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Abstract

Pedagogical tools used to organize the modern teaching process must, first of all, comply with the constitutional legal norm (human health is one of the highest social values in Ukraine), the legally regulated principles of state policy in the field of education, and the principles of educational activity (to contribute to the provision and development of a safe and healthy educational environment in educational institutions). The methods of using reflection during teaching presented in this article are considered in the context of a health preserving pedagogical tool with a view to guiding students towards balancing between reactive anxiety and subjective well-being through awareness of the mental states that arise, the causes and consequences of their experience. The ways of using reflection are defined taking into account its potential, which is formed and developed throughout the entire period of obtaining complete general secondary education and is improved during the acquisition of higher pedagogical education. The design of methods of using reflection is carried out taking into account the circumstances that violate the subjective well-being of students. The design of ways for using reflection was carried out taking into account circumstances that disrupt the subjective well-being of students. These include: 1) adverse external conditions (shelling, studying in shelters, problems in the family, etc.); 2) circumstances that arise due to an unfavorable emotional climate in the group of students; 3) circumstances that arise as a result of students' reactions to the complexity of the task (in their opinion, the task is incomprehensible and difficult) or partial thoughtfulness of the process of its implementation (little time to complete the task; no free choice of tasks is provided for optimal promotion of personal development). The results of pedagogical monitoring indicate that the process of balancing between reactive anxiety and subjective well-being begins after students record a state of reactive anxiety. It involves determining the circumstances that caused this state to arise, and establishing an appropriate way of reflection (using communicative support for processing in a group; introducing information support to surprise, interest, and form a desire to discuss what was heard; implementing communicative and informational-corrective support for individual comprehension of what is felt and correcting one's state through balancing.

Item Type:	Article
Uncontrolled Keywords:	Constitution of Ukraine; Law of Ukraine "On Education"; primary education; basic secondary education; specialized secondary education; pedagogical university; pedagogical tool; reflection; design; pedagogical monitoring; communication; communicative support; informational-corrective support
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра початкової освіти
Depositing User:	лаборант Дарина Анатоліївна Константінова
Date Deposited:	30 Apr 2026 13:09
Last Modified:	30 Apr 2026 13:09
URI:	https://elibrary.kubg.edu.ua/id/eprint/57271

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