The article discusses the relationship between the index of general psychological wellbeing, its components and individual psychological personality traits that make up a personal resource. It has been established that a high level of psychological well-being is achieved through the manifestation of such human qualities as self-efficacy, self-control, resilience, a positive attitude towards others and positive attitude towards oneself, the presence of a goal in life. The well-being of students is directly related to tolerance for uncertainty. The higher the well-being, the more young people prefer uncertainty, change, the desire for novelty and solving complex problems.

The article discusses features of theatrical activity. The influence of involvement in theatrical activity on the psychological characteristics of students, their emotional intelligence and psychological well-being is investigated. With the help of Pearson’s correlation analysis, the relationship of the parameters of emotional intelligence with the scales of psychological well-being, as well as the relationship of the above parameters with the frequency of theater attendance, were found. Additionally, changes in the emotional states on different stages of the show trial and intragroup relationships dynamics were studied.

understood in this study exclusively sociologically: as a social construct, through which the idea of the typically masculine and typically feminine in the social order is created, confirmed and relayed. As a result, gender identity is understood as the internal attitude of a person to this representation. The following models of subjective well-being in relation to gender identity are described: congruence, androgyny, masculinity, difference model. The article presents a criticism of these models based on the inconsistency of research results, the low validity of the available diagnostic tools of gender identity in quantitative methodology, as well as the interpretation of gender strictly as biological sex when planning the design and sampling of the study.

The article presents the results of a comparative historical study of the role of institutional factors of education in the content of the social situation of the development of Soviet and modern primary school students. As an objective component of the social situation of the development of schoolchildren, the laws on education corresponding to the historical period regulating the relationship between family and school were considered. The parameters of the subjective component of the social situation of development were motivational preferences, self-esteem and the level of claims, anxiety of younger schoolchildren. It is shown that the modality of institutional factors has a significant impact both on the educational environment itself and on the child’s attitude to the new system of social relations for him.

The problem of teacher burnout is one of the most pressing issues for the Russian educational system, as it leads to a decrease in educational outcomes as well as teacher turnover. To tackle this problem, it is important to understand the factors that contribute to the development of this syndrome. The theoretical framework, methodology, and results of the qualitative research were described in the first part of the article (in the previous issue). In the second part the methodology of the quantitative research is described, and the obtained results are presented.

The article analyzes the influence of national character on the socio-psychological adaptation of migrants in the new host society. The analysis of interaction is examined on the example of Russian-speaking migrants in Germany. In this connection, the author presents in detail the main factors influencing the formation of the German and Russian national character in the context of their historical interaction, as well as the characteristics of the current stage of relations. The article provides an analysis of the relevance and practical significance of the phenomenon of national character and its role in the adaptation of migrants to new living conditions with a view to their further successful self-actualization and the preservation of the mental well-being of interacting ethnic groups, both the arriving migrants and the receiving society, as well as the development of specific practical tools to address critical issues of international community interaction in matters of economic, migration and social policy.

The problem of career and migration attitudes of studying youth and psychological wellbeing is posed as their possible factor. Using a sample of 390 Omsk students with different social and demographic characteristics, based on the diagnosis of subjective and psychological wellbeing of the individual, as well as cluster analysis, three groups of students with different levels of well-being were identified. Their comparative analysis made it possible to identify significant differences through the severity and combination of career and migration attitudes of students. A direct connection has been established between the level of well-being of students and career orientations, and an inverse connection with their migration intentions. This trend has practical significance, making it possible to provide social and psychological support to students at risk in order to prevent migration and career risks.

The success of student learning at university depends on the psychological well-being of students, the concept of which has not been sufficiently studied. The purpose of the work was to study the relationship between psychological factors of well-being of 1–2 year university students based on the use of tests: Psychological Well-Being Scale by C. Ryff; Test of life-meaning orientations; Vitality test; Tolerance of Uncertainty Questionnaire. Significant relationships between testing indicators were established: between the personal well-being of students and the factors of life-meaning orientation, resilience, control, presence of life goals and meaningfulness. Students with high well-being showed greater resilience and a positive attitude towards others and themselves, and had a positive attitude towards completing difficult tasks. a new approach to considering psychological well-being in the form of a benevolent attitude in life is proposed.

The article presents the results of the study of psychological well-being of adolescents living in the northern region and being in the new educational conditions of the “school of stages”. The study involved 82 adolescents (15–16 years old). The main emphasis is placed on various aspects of psychological well-being and self-assessment of mental states. It is found that there is a close negative relationship between psychological well-being and mental states of adolescents: anxiety, frustration, rigidity, aggression, and dispositional optimism. It was found that in classes of psycho-pedagogical and social and humanitarian profiles well-being indicators are expressed lower than in the general education class, which can be a target for psychological and pedagogical impact in order to improve adaptation, increase psycho-emotional state and improve well-being indicators.

Modern education is designed not so much to give a person a set of ready-made knowledge, social scenarios and a basis for mastering a certain profession, as to provide conditions for personal growth of students, characterized by positive relationships with others, autonomy, purposefulness of life, self-acceptance. Studies by domestic and foreign authors indicate that the psychological well-being of students is mediated by the influence of factors of different levels and content. At the same time, special attention is paid to environmental factors, and in particular, the type of educational environment. Based on the study, which was attended by students, teachers, administration and parents of 12 educational organizations, it was revealed that the type of educational environment determines the characteristics of psychological well-being of adolescents, characterized by prevailing mood, self-satisfaction and attitude, satisfaction with relationships with peers, teachers and school life.

Well-being is one of the criteria for the psychological health of an athlete’s personality. Therefore, in this study, the degree of manifestation of the components of the psychological well-being of athletes in different periods of sports activity was studied. For this purpose, the scale of K. Riff’s psychological well-being was used (in the adaptation of T. D. Shevelenkova and T. P. Fesenko). The maximum total indicators of psychological well-being were revealed in the inter-competitive period. Personal growth has the highest level of manifestation.

The article presents a study of self-reflection of the creative activity of older people in relation to cognitive and hedonistic well-being. As a result, positive correlations were found between creative activity and hedonistic well-being (r = 0,51; p < 0,001), creative activity and cognitive well-being (r = 0,29; p < 0,001) in old age. There were no differences in the creative activity of older respondents according to their gender. The results can be used by social and psychological services to work with the elderly in order to improve their psycho-emotional state and correct the level of well-being.

The article compares the strengths of the personality depending on the levels of teaching, and its purpose is the theoretical and empirical consideration of the representation of the various strengths of the personality among teachers of certain levels of education. The study involved teachers from 4 federal districts of the Russian Federation. The sample of respondents was 7 946 teachers. The teaching levels were divided into primary and basic, within the groups, subgroups of prosperous and disadvantaged were identified. Significant differences in the severity of the strengths of the personality of teachers at different levels of teaching were revealed. The possibility of using a “predictive model of psychological well-being in professional activity” was confirmed.