The students educational space representation: environmental factors, individual-psychological features

The paper presents the results of pilot research of environment factors and individual-psychological features of students educational space representation. On the basic of construct “place”, which is developed in environmental psychology, the authors consider such indicators of representation as the frequency of representation and the ranking of the place in the educational space as relevant criteria for the importance of this place for the student. The high-ranking (preferred) and low-ranking (rejected) places in educational environment are highlighted, a connection has been established between preferences and rejections of places with environmental and individual psychological characteristics of students. It was found that the organization of the spatial-subject environment of a university can be a factor determining the characteristics of the representation of the educational environment by a student. An attempt was made to detect a connection between sex and the features of students’ educational space representation, as well as between such individual psychological characteristics as extraversion, friendliness, consciousness, neuroticism and openness, and the qualities of representation. It was established that environmental factors, to a greater extent than individual psychological traits, are responsible for differences in the representation of the educational environment of the university by students.