The purpose of the article. The aim of this study is identification of differences in assessments of the psychological safety of the educational space of cadets studying in special conditions and students of civilian institutions of higher education.

Methodology. The basis of this study is the theoretical and methodological provisions of I. Baeva on the psychological security of the educational space and its structure.

Results. In the course of the study, the following features of the study of the structural components of the psychological security of the educational space were established:

– for students, relationships with teachers are more important than with other students, while for cadets, relationships with other cadets are more important than relationships with teachers;

– the opportunity to seek help is more important for students than cadets, while maintaining personal dignity and the opportunity to take the initiative are more important for cadets than for students;

– there was a difference in the assessments of cadets and students of satisfaction with the most important characteristics of the educational environment: cadets are slightly less than students who are satisfied with relationships with other cadets (while this aspect is most important for them) and attention to their requests and proposals;

– when assessing the respondents’ own security, it was found that students feel equally protected from all threats. Cadets feel more protected from ridicule, threats, contempt and hostility, public humiliation, disregard by teachers than by classmates;

– the analysis of reference indicators for the respondents of their free economic zones allows us to state that for students their free economic resources are very significant, while the cadets are mostly neutral towards their free economic resources.

Practical implications. The identified features of the cadets’ assessment of the psychological safety of the educational space can be the basis for the elimination of those factors that are perceived as psychologically dangerous, and thus the creation of optimal conditions for the implementation of the educational process.

Value (originality). The peculiarities of cadets’ assessments of such parameters of psychological security of educational space as satisfaction, security and referentiality are revealed.

Key words: educational space, psychological security, psychological security of educational space, cadet, departmental institutions of higher education.

References

1.  Bayeva, I. A., Volkova Y. N. and Laktionova, Y. B. (2009), The psychological safety of educational environment: Manual, Moscow.

2.  Rubtsov, V. V. and Bayeva, I. A. (2008), “Psychological security of the educational environment as a condition of psychosocial well-being”, Safety of educational environment, Мoscow, pp. 5–11.