Abstract:

The paper is devoted to the problem of psychological and pedagogical support of working students with the emotional burnout syndrome. In the empirical study conducted in 2018–2019 in one of the state universities of the Russian Federation, 250 students of various forms of education were involved. Research methods included psycho-diagnostic tools, semi-structured interviews, and a focus group method. The results of the study showed that working full-time students are more susceptible to the syndrome of emotional burnout than part-time and distance students. The burnout of the working students is accompanied by a sense of emotional and physical exhaustion that has a negative effect on their psychological well-being, as well as learning motivation and performance, leading in extreme cases to unwillingness to continue studying. Theoretical and empirical results of the presented research formed the basis for the development of the author’s model of psychological and pedagogical support for working students as a method of improving their psychological well-being, including measures of organizational, pedagogical and psychological support for students of various forms of education.

Keywords:

Working students, emotional burnout, psychological well-being, psychological support, pedagogical support.