A POSITIVE PSYCHOLOGY PERSPECTIVE OF CHINESE STUDENTS’ RUSSIAN LANGUAGE LEARNING

Li Na

Using the P-Learning model, this article examines the impact of positive psychology strategies on students’ autonomous learning in China. Through experimental intervention and mixed method approach, the present study found that emotional support significantly increases learners’ self-efficacy (β=0.35, p<0.01), while cognitive activation tasks increase their ability to plan autonomous learning by 28%. The study provides empirical evidence for the application of positive psychology in Russian language teaching and learning. It is concluded that the effective implementation of emotional support and cognitive activation strategies in Russian classroom practice can significantly improve learning outcomes, enhance students’ motivation, and enhance their ability to learn independently.

Keywords:positive psychology; autonomous learning; Russian language teaching; P-Learning model; self-efficacy