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The role of psychological well-being and social support in coping with negative stresses with high school students // Pedagogical Review. 2024. Issue 4 (56). P. 124-132

The article analyzes the study of high school students’ psychological well-being and their perceived social support as resources of coping behavior in situations of stress. The sample consisted of 107 high school students 16-17 years old (52 boys and 55 girls). Methods: Scale of Perceived Stress-10, Adolescent Coping Scale (ACS), Ryffs Scales of Psychological Well-being, Questionnaire of social support of G. Sommer and T. Fydrich. Descriptive statistics in groups divided by gender, correlation and regression analysis were analyzed. Results: Common factors of perceived stress, coping behavior, psychological well-being and social support, as well as gender characteristics and differences are demonstrated. Young males were more likely to demonstrate autonomy, competence and higher levels of self-acceptance. At the same time, all adolescents note the availability of social support. Girls are more stressed compared to their male peers, and they have to make more efforts to cope with it. Girls are more likely to use emotionally stressful coping strategies, whereas males are more likely to use problem-oriented and external social resources. The positive role of psychological well-being and social support for the possibility of efficient coping with stresses, as well as the targets of psychological influence and correction have been found. Instrumental support, manifested in an advice, effective or material assistance, as the provision of a ready-made solutions that do not require the teenager’s own efforts, can lead to the strengthening of the use of unproductive coping strategies.

Keywords: high school students, perceived stress, coping behavior, psychological well-being; social support

Life guidelines as a resource for formating the system of value orientations of modern high school students // Pedagogical Review. 2025. Issue 3 (61). P. 153-164

The article presents the results of analysing the correlation between values` orientations and life guidelines of high school students. The sample consists of 270 students of 10th – 11th grades 15–17 years old (134 boys and 136 girls). Methods: questionnaire of respondents’ socio-demographic data and questions about the degree of importance of different fields of life activity; method “Study of the peculiarities of value orientations formation”; refined and finalized questionnaire of life guidelines Results: the data on the state of the system of values` orientations of high school students are presented; the questionnaire of life guidelines for respondents of 15–17 years old was refined and the main directions of their life guidelines were revealed. It is shown that the system of values` orientations of 15–17 year old high school students is not mature and poorly differentiated by substantive characteristics as well as gender and age. This is not only its weakness, but also its development resources. Values` orientations can be formed together with and on the basis of life guidelines as far as they are more dynamic and are largely based on the direct tasks of age development, clear and understandable to high school students. It is shown that the senior school age is a sensitive period for the formation of the value-semantic sphere of personality, especially for the development of life guidelines.

Keywords: high school students, values, life-meaning orientations, life orientations, life guidelines

Subjective psychological well-being of high school students in connection with their self-identity as a key developmental task // Pedagogical Review. 2026. Issue 3 (67). P. 153-164

The article presents the results of a study of subjective psychological well-being of high school students in connection with the processes of formation of key identity statuses for this age period (gender, personal and professional). The study sample consisted of 179 respondents, students of grades 10–11 of secondary schools aged 15–17 (110 boys and 69 girls). Psychodiagnostic methods: methodology of studying gender identity by L.B. Shneyder, methodology of studying personal identity by L.B. Shneyder, methodology of studying professional identity by L.B. Shneyder, as well as the subjective well-being scale of E. Diner adapted by E.N. Osin and D.A. Leontiev. It is shown that high school students aged 15–17 diversed by the statuses of gender, personal, professional identity in connection with the type of identity and gender of the respondents. It is also shown that the age of 15– 17 is sensitive to changes in unproductive statuses of gender and personal identity. Young men process of gender identity formation is crisis-like, manifesting itself in a moratorium. Among young women, a precocious status predominates, indicating an earlier and more crisis-free assimilation of gender role norms. Personal self-determination is characterised by contradictory tendencies in selfidentification processes: a moratorium as a crisis-driven and active search for identity, and diffusion as a demonstration of passivity and uncertainty. The high percentage of diffuse professional identity among young women, combined with the low percentage of achieved status, demonstrates the problematic nature of professional self-determination, especially for young women. Professional selfidentification is generally characterised by a pronounced pseudo-identity, which may indicate difficulties in understanding oneself, one’s abilities, and interests, as well as a lack of awareness of the professional world. High school students are generally satisfied with their lives, but young women more often report being satisfied with their circumstances. The results of a correlation analysis showed that different types of identity, reflecting the self-identification processes of high school students, serve as markers and resources for their subjective psychological well-being.

Keywords: subjective psychological well-being, high school students, gender identity, personal identity, professional identity