Features of psychological well-being of upper-form pupils



Currently, there is the problem of reduced level of psychological well-being of pupils due to the duration of training. The study hypothesis is based on the assumption of the differences in the various aspects of psychological well-being of young adolescents (11 to 14 years) and senior (15-17 years). The study involved 572 students of Yekaterinburg schools. The age of the subjects is 12 to 17 years. We discuss the relationship between the individual components of psychological well-being. In the study, we showed significant differences in attitude to the teachers (t = 4,905 at p < 0.000001), school (t = 6,2; p < 0.0000001) and parents (t = 5,78; p < 0.0000001) in younger and older adolescents. The attitude of young adolescents to the school is influenced by their attitude to the teachers (beta = ,488), parents (beta = ,217), friends (beta = ,119) and the self-attitude (beta = ,109). The attitude of high school students to the school is positively influenced by their attitudes towards teachers (beta = ,610), parents (beta = ,277) and negatively – to friends (beta = -,20). Psychological well-being of high school students is mainly determined by the relationship with their friends and the self-attitude. The attitude toward school decreases with increasing student age. In conclusion, we give a number of general recommendations to improve the psychological well-being at school.

General Information

Keywords: psychological well-being of school children, life satisfaction, socio-psychological factors of psychological well-being.

Journal rubric: Safety of the Educational Environment

Article type: scientific article

For citation: Vodyaha S.A. Features of psychological well-being of upper-form pupils. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2013. Vol. 18, no. 6, pp. 114–120. (In Russ., аbstr. in Engl.)


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Information About the Authors

S. A. Vodyaha, PhD in Psychology, Ph.D. in Psychology, Assistant Professor, Chair of Educational Psychology, Institute of Psychology, Ural State Pedagogical University, Ekaterinburg, Russia, e-mail: svodyakha@yandex.ru



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