PEDAGOGICAL COMMUNICATION AS A FACTOR IN THE EMOTIONAL WELL-BEING OF STUDENTS

Abstract

This article explores the impact of various pedagogical communication styles on the emotional well-being of primary school students within the context of contemporary education. The relevance of the study is linked to the need to create a favorable psycho-emotional climate in the classroom, which enhances students’ academic motivation and reduces anxiety. The main objective of the empirical research was to identify correlations between communication styles (authoritarian, democratic, and laissez-faire) and students’ emotional responses. The study involved students from the specialty "5B010200 - Pedagogy and Methods of Primary Education" at Aktobe Regional University named after K. Zhubanov during their teaching practice. The research methods included questionnaires, classroom observation, the Luscher color test, and statistical analysis using SPSS 26.0. Results indicated that a democratic communication style contributes to the development of emotional stability and intrinsic motivation, while authoritarian and liberal styles are associated with increased anxiety and reduced engagement. The study underscores the importance of developing flexible communication strategies and emotional intelligence among future teachers.