The article examines the impact of valuable factors on professional determination — motives for choosing a profession and life-meaning orientations. The relationship between the motives of professional determination and the value orientations of senior schoolchildren has been studied. a correlation analysis was carried out between motives and life-meaning orientations using the Spearman correlation coefficient.

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 considers life-meaning orientations, which are due to the connection with the motivation of success of students who occupy a certain social position. We conducted a study among students of Sevastopol State University in the field of training 44.03.01 Pedagogical education, Physical culture profile with different levels of social activity. According to the results of the study, data were obtained that showed that the internal motivation for success is expressed at a low level in more than half of students 58 %, and at a high level — less than 30 % of students. External motivation for success, on the contrary, is presentedat a high level. Medium and low levels of external motivation for success are found almost equally among students with high and low social activity. The test results in the future will serve to create programs for the development of internal motivation and the locus of control — Life, for students who occupy an inactive social position.