Kondratyuk Nailya G.

Background. The relevance of study is determined by society’s demand for searching the resources for maintaining psychological well-being (PWB) and positive development of students in a changing educational environment.

Objective. To study individual trajectories of the PWB dynamics depending on the level of conscious self-regulation development and personality features of younger adolescents educated in grades 4-6 of comprehensive school.

Methods. Russian-language version of the questionnaire “Well-Being Manifestation Measure Scale” (Morosanova, Bondarenko, Fomina, 2018); “Big Five Questionnaire — Children version (BFQ-C)” (Russian adaptation by Malykh, Tikhomirova, Vasin, 2015); V.I. Morosanova‘s “Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)” (Morosanova, Bondarenko, 2017). Statistical analysis was carried in JASP software, version 0.17.2.1 using the Latent Growth Curve Modeling (LGCM).

Sample. 120 pupils (58 boys) educated in one school of Kaluga took part in the longitudinal study.

Results. The study results demonstrate that individual differences in PWB level of younger adolescents in the 4th grade are determined by the general level of conscious self-regulation as well as the personality features of extraversion and agreeableness. The specifics of individual PWB trajectories in the period from 4th to 6th grade depend on the level of conscious self-regulation. In particular, the higher the level of self-regulation the less is the risk of decline in PWB during 4–6th grades. Gender contributes to psychological well-being only in the 4th grade: its level is higher in boys compared to girls.

Conclusion. New data have been obtained allowing to expand theoretical knowledge about regulatory and personal predictors of psychological well-being in early adolescence.

Abstract

Background. Living conditions in modern society are marked by unprecedented volatility in economic and educational systems, presenting novel challenges for sustaining professional development trajectories of youth. This paradigm underscores the critical need to investigate psychological resources that foster career adaptability, particularly amidst escalating stress loads and uncertainty.

Objectives. The study had its purpose to investigate the psychological resources determining inter-individual variability in students’ career adaptability as the most important characteristic of the professional development of personality.

Study Participants. The study involved 1,701 Russian students (54.32% female) aged 16 to 25 years (M = 18.23, SD = 1.46).

Methods. The research was conducted using a cross-sectional design with valid and reliable psychodiagnostic questionnaires and modern data analysis methods, including machine learning. Data collection was carried out via the online platform "Testograf". Data processing was performed in MS Excel and JASP ver. 0.19.03. Statistical analysis included Spearman’s correlation, a machine learning classification algorithm (decision tree), and Kruskal–Wallis test.

Results. The study allowed to develop a model of predictors of students’ career adaptability. It shows that the most adaptive students, as a rule, have the developed skills of conscious self-regulation, a high level of psychological well-being, and a pronounced temporal orientation toward the future. For students who may have deficient regulatory resources, a greater level of psychological well-being combined with future orientation enhances the possibilities of professional realization. High chronic stress reduces career adaptability; however, this effect is observed only in case of deficient psychological resources, in particular, low levels of conscious self-regulation and psychological well-being.

Conclusions. Conscious self-regulation, psychological well-being, future orientation, and chronic stress severity are predictive for students’ career adaptability. The study emphasizes the importance of an integrated approach to understanding the mechanisms of professional development of young people, taking into account general patterns and individual differences in its trajectories. The practical prospects of the study are related to the development of psychological and pedagogical support programs for students aimed at improving their career adaptability through the development of conscious self-regulation skills (regulatory competencies), the formation of a positive time perspective, stress management, and psychological well-being maintenance.

Abstract

Background. The paper addresses the pressing issue of developing scientific understanding of the psychological characteristics of contemporary Russian students in today's rapidly changing world. It also provides methodological foundations for selecting scientific approaches and methods for conducting large-scale screening studies of psychological well-being, professional development, stress levels, and psychological coping resources among Russian students.

Objective. A theoretical, methodological, and empirical investigation of the influence of stress, personal and regulatory resources on the psychological well-being and professional development of Russian students, including a cross-regional aspect.

Study Participants. The empirical study was conducted on a large sample of Russian students (N = 2,303) aged 16 to 27 years (59.5% — female), including 1,162 college students and 1,140 university students. For cross-regional comparison, a sample (766 students) was drawn from three regions of the Russian Federation with objectively different stress loads: Central Russia (Moscow and Kaluga), Donbass (Donetsk), and Crimea (Sevastopol).

Methods. A set of modern, valid, and reliable methods relevant for the large-scale research included The "Subjective and Objective Uncertainty Stress" Questionnaire (SOUS), the Short "Acute and Chronic Stress" Questionnaire (ACS), the Morossanova's "Self-Regulation Profile" Questionnaire (SRPQM 2020), the Dispositional Optimism Test — Revised (DOT-R), the Short Version of the Zimbardo Time Perspective Inventory (ZTPI-15), the Well-Being Manifestation Measure Scale (WBMMS), and the Career Adapt-Abilities Scale (CAAS). JASP software and the R environment were used for statistical processing. Data analysis included descriptive statistics, correlation analysis (Pearson), and group comparison methods (t-test for independent samples, Kruskal — Wallis test).

Results. Russian students in the surveyed sample are, on average, characterized by a moderate severity of stress and possess the personality and regulatory resources developed to a level enabling them to effectively cope with modern challenges, as reflected in their relatively high indicators of psychological well-being and professional development. The study has identified and described statistically significant differences in the levels of uncertainty stress (acute/chronic, subjective/objective), psychological well-being, professional adaptability, and psychological resources (conscious self-regulation, dispositional optimism, and future orientation) between males and females, college and university students, and between students residing in the regions with varying stress loads.

Conclusions. Russian students in general possess sufficient personal and regulatory resources to cope with the challenges of uncertainty. The identified differences based on gender, education stage, and stress load in the region of residence should be taken in account when developing student psychological support programs.