Differences in Students' Mental Experiences of Social Exclusion within Person's World and Educational Space Contex

The objective of this study is revealing the differences in students' mental experiences of social exclusion both within the person's world and the educational space context. The comparative analysis of person's social exclusion experience variables within the context of such educational space features as a university name, humanities / technical branches of learning, and students' gender, was used by the author to reveal 6 types and 29 reliable differences in the students' mental experiences of social exclusion. Methodologically, the revealed differences ought to be considered as the result of both person's world and educational space context influences, that develops the dynamic system of person's meanings. The contextual changing of person's meanings system is occurring within the process of continuous self-categorization and self-identification according the figure-ground law. In reply to the life events experience, in particular, social exclusion experience, the net of mental correlations (e.g. cognitive, emotional, and behavioral) is activated by the person's identification with the specific social category. The self-identity and following mental correlations activation determinate the level of accessibility and control over the different types of resources, which are necessary to cope with stress situations during the mobilization stage (e.g. eustress stage), that may lead to a positive person's development vector at the expense of applied forces broadening and resistance rise. In conclusion, it is important to note that the differences in the students' mental experiences of social exclusion are depended on the context of person's world and educational space. Context determinates the actual person's meaning system. Due to such systems, students comprehend the interaction experience between partners or separate social groups. This experience may be expressed in social exclusion form that was taken the operationalization with Trans-communication theory terms (e.g. person's communicative world and communicative attitude). The mental experience of social exclusion is depended on students' self-categorization and self-identification processes within the educational space context. 6 types of students' social exclusion mental experience differences, which were revealed during the research, have both the positive and the negative content for mental health. It is important to make accent on the consciousness level of social and psychological processes (e.g. self-categorization and self-identification processes) rising, because the resources accessibility perception is depended on that processes. Those resources maintain the mental health and person's relationship. The developed tasks of inclusion process control within the educational space define the following perspectives of their realization and results research.

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