Differential-psychological factors of student competence in subject-medium interactions: towards a problem statement

An attempt is made to empirically validate the construct “competence in subject-medium interactions” defined as a subject's ability to transform the potential of the spatial environment of everyday life into a psychological resource, necessary to maintain optimal functioning, a “balance” in the interaction between the subject and the spatial environment. The assumption is made that the psychological resourcefulness of the spatial environment can range from “utility” to “literacy” and then to “competence” and be related to differential psychological factors: gender, age, extraversion, benevolence, conscientiousness, neuroticism and openness to experience. Verbal units of analysis (descriptors) associated with cognitive, emotional, behavioral and socio-psychological aspects of the interaction of the subject and the spatial environment of life were identified and analyzed. A quantitative and qualitative analysis of descriptors representing different aspects of the interaction of the subject and the spatial environment is carried out. As conclusions, the provisions concerning, on the one hand, “utilitarian”, “pragmatic”, and on the other - “conscious”, “meaningful” interaction of the subject with the spatial environment are formulated; promising areas of research are outlined.