RESEARCH ON PSYCHOLOGICAL BARRIERS OF STUDE NTS WHEN INTERACTING WITH TEACHERS

Abstract

Based on theoretical analysis and generalization of the findings of domestic researchers on psychological barriers, as well as the experience of international scientists in studying obstacles in the interaction between teachers and students in the educational process, the article presents the results of an empirical study of psychological barriers that arise in the educational process of higher education institutions. It is noted that psychological barriers can destructively affect the effectiveness of interaction; cause negative experiences of fear, anxiety, guilt; reduce the effectiveness of higher education; and influence the formation of self-esteem, the process of self-realization, and personal growth. A student’s attitude toward studying a subject, the educational process at a higher education institution, and their future profession depends on their relationship with their teacher. During the study, a questionnaire was used to identify psychological barriers that arise in students when interacting with teachers: emotional, intellectual, value-motivational, age-related, behavioral, aesthetic, and physical barriers. It was found that most often students experience emotional barriers associated with the fear of making a mistake and the fear of the first meeting, while barriers associated with situations of humiliation, ridicule, and negative emotions on the part of the teacher were found in a small number of respondents. The students surveyed also experience intellectual barriers caused by the complexity of the educational material and the large amount of information, which may be related to a lack of systematic intellectual activity skills. Students rarely encounter physical, agerelated, motivational, value-related, or behavioral barriers on the part of teachers; only a small proportion (less than 20%) of respondents noted their presence. The least pronounced obstacle in the interaction of participants in the educational process is aesthetic barriers, which indicates the acceptance of the teacher’s appearance by both students and vice versa. Ways to overcome psychological barriers that are important in interaction for both the teacher and the student are proposed.