Storytelling as a Tool for Promoting Educational Motivation and Psychological Well-Being

The current article focuses on implementation of the storytelling method in higher education institutions. The hypothesis of the study is the existence of differences in the levels of psychological well-being and the manifestation of different types of educational motives in groups of students where teachers used storytelling methods and where they did not. The research was conducted at two universities in Russia and Armenia with a sample of 140 students. The following methods were used: The method for diagnosing students’ educational motivation, The scale of psychological well-being and an Author’s questionnaire investigating the preferences for storytelling, the familiarity with it. The statistical analysis of the results allowed to test hypothetical assumptions and to measure storytelling and its implication for educational motivation and psychological well-being. To summarize, we argue that the use of storytelling in the educational process positively affects the psychological well-being and students’ motivation while creating an emotionally rich and stimulating learning environment.