<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000100344</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i44.6694</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[THESAURUS CONSTRUCTIONS OF STUDENTS' SELF-FULFILLMENT AND PSYCHOLOGICAL WELL-BEING IN UNIVERSITY EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[CONSTRUCCIONES DE TESAUROS DE LA AUTORREALIZACIÓN Y EL BIENESTAR PSICOLÓGICO DE LOS ESTUDIANTES EN LA EDUCACIÓN UNIVERSITARIA]]></article-title>
<article-title xml:lang="pt"><![CDATA[CONSTRUÇÕES DE TESAURO SOBRE A AUTORREALIZAÇÃO DOS ESTUDANTES E SEU BEM-ESTAR PSICOLÓGICO NO ENSINO UNIVERSITÁRIO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kupavtsev]]></surname>
<given-names><![CDATA[Timofey S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shutenko]]></surname>
<given-names><![CDATA[Elena N.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kuzmicheva]]></surname>
<given-names><![CDATA[Tatiana V.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rychkova]]></surname>
<given-names><![CDATA[Tatiana A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanova]]></surname>
<given-names><![CDATA[Galina A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tsareva]]></surname>
<given-names><![CDATA[Elena V.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Academy of Management of the Ministry of Internal Affairs  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Belgorod National Research University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Murmansk Arctic State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Murmansk Arctic State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russia</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Academy of Public Administration  ]]></institution>
<addr-line><![CDATA[Moscow Region ]]></addr-line>
<country>Russia</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Mordovian State Pedagogical University named after M. E. Evseviev  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>44</numero>
<fpage>344</fpage>
<lpage>361</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000100344&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000100344&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000100344&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this article is to reveal personal manifestations and confirmations of students' self-fulfillment in order to identify their psychological well-being in the process of learning in the Russian higher school. The study applied the method of thesaurus analysis by which the authors processed students' responses during a special survey. This method made it possible to highlight the semantic markers of students' self-fulfillment with their subsequent clustering into three sense thesauri: the thesaurus of self-fulfillment readiness; thesaurus of the self-fulfillment actions; thesaurus of self-fulfillment activators. In accordance with the data of the survey, the study identified three leading narrative dominants of students' psychological well-being in learning: ego-inclusion in the educational process, comprehensive disclosure of personal abilities and acceptance in the university community. These dominants formed the basis for a special study to determine the level of students' self-fulfillment and their psychological well-being in university training. The summarized results showed that the process of university education provides the necessary conditions and opportunities for self-fulfillment of most of the students surveyed in the study.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de este artículo es revelar las manifestaciones personales y las confirmaciones de la autorrealización de los estudiantes para determinar su bienestar psicológico en el proceso de educación en la escuela superior rusa. En el estudio, se utilizó el método de análisis de tesauros, a través del cual los autores procesaron las respuestas de los estudiantes en una encuesta especial. Este método permitió distinguir los marcadores semánticos de la autorrealización de los estudiantes con su posterior agrupación en tres tesauros sentido: el tesauro de la preparación para la autorrealización; el tesauro de las acciones de autorrealización; el tesauro de las activadoras de autorrealización. De acuerdo con los datos de la encuesta, el estudio identificó tres narrativas dominantes del bienestar psicológico de los estudiantes en de aprendizaje, como: la implicación del ego en el proceso educativo, la divulgación versátil de las capacidades personales y la aceptación en la comunidad universitaria. Estos dominantes formaron la base de criterios de un estudio especial para determinar el nivel de autorrealización de los estudiantes y su bienestar psicológico en la educación universitaria. Los resultados resumidos mostraron que el proceso de educación universitaria proporciona las condiciones y oportunidades necesarias para la autorrealización de la mayoría de los estudiantes entrevistados durante este estudio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo é revelar as manifestações pessoais e confirmações da autorrealização dos alunos para determinar seu bem-estar psicológico no processo de aprendizado na escola superior russa. No estudo, foi utilizado o método de análise do tesauro, através do qual os autores processaram as respostas dos alunos em uma pesquisa especial. Esse método tornou possível destacar os marcadores semânticos da autorrealização dos alunos com seu agrupamento subsequente em três tesauros significado: o tesauro de prontidão para a autorrealização; tesauro de ações de autorrealização; tesauro de ativadores de autorrealização. De acordo com os dados da pesquisa, o estudo identificou três principais dominantes narrativas do bem-estar psicológico dos alunos na educação, tais como: envolvimento do ego no processo educacional, divulgação abrangente de capacidades pessoais e aceitação na comunidade universitária. Esses dominantes formaram a base de critérios de um estudo especial para determinar o nível de autorrealização dos alunos e seu bem-estar psicológico no ensino universitário. Os resultados resumidos mostraram que o processo de educação universitária fornece as condições e oportunidades necessárias para a autorrealização para a maioria dos estudantes entrevistados durante este estudo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Students&#8217; self-fulfillment]]></kwd>
<kwd lng="en"><![CDATA[Thesaurus analysis]]></kwd>
<kwd lng="en"><![CDATA[Semantic markers]]></kwd>
<kwd lng="en"><![CDATA[Narrative dominants]]></kwd>
<kwd lng="es"><![CDATA[Autorealización de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Análisis de tesauros]]></kwd>
<kwd lng="es"><![CDATA[Marcadores semánticos]]></kwd>
<kwd lng="es"><![CDATA[Dominantes narrativos]]></kwd>
<kwd lng="pt"><![CDATA[Autorrealização do aluno]]></kwd>
<kwd lng="pt"><![CDATA[Análise de tesauros]]></kwd>
<kwd lng="pt"><![CDATA[Marcadores semânticos]]></kwd>
<kwd lng="pt"><![CDATA[Dominantes narrativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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