Keyword: «психологическое благополучие»

The article is devoted to the study of cognitive strategies for overcoming stress among student youth in the context of modern uncertainty (VUCA world). Key adaptive coping mechanisms are analyzed, such as problem analysis, cognitive reappraisal, and the development of self-efficacy. Particular attention is paid to the specifics of stressogenic factors in the transitional period of students' lives and practical methods of forming cognitive flexibility. The scientific novelty lies in the systematic consideration of cognitive coping strategies as a tool not only for psychological adaptation but also for the formation of professionally important qualities of future specialists in a turbulent environment.

The article examines the theoretical foundations of psychological well-being of teachers as an integral state of personality, including cognitive, emotional, social, existential and psychological components. The relationship between the stages of professional development of teachers and the level of their psychological well-being is shown. The factors influencing the psychological well-being of teachers at different stages of their professional careers are presented. The need for a differentiated approach to teacher support is emphasized, taking into account the specifics of each stage of professional development.

The article addresses the current problem of the relationship between the psychological well-being and academic motivation of students in the context of modern transformational processes in the higher education system. The relevance of the study is determined by the increasing stress factors associated with digitalization, the commercialization of education, and changes in educational work. The purpose of the work is a theoretical analysis of the structural components of psychological well-being and their influence on the types and sustainability of learning motivation. Based on the analysis of scientific literature, it is proven that intrinsic motivation, related to interest in cognitive activity and personal development, is a key factor in psychological well-being. Extrinsic motivation, on the contrary, can contribute to increased anxiety and emotional burnout. Special attention is paid to the role of mentoring and the educational environment of the university as a resource for maintaining a balance between academic requirements and students' personal well-being. The obtained conclusions have practical significance for the development of psychological and pedagogical student support programs aimed at forming sustainable motivation and preventing maladaptation.

The article presents the results of an empirical study of the relationship between life meaning orientations, psychological well-being and subjective life satisfaction in a sample of adults aged 20 to 60 years. The Riff scale of psychological well-being and the E. Diener scale of life satisfaction were used for the test of life meaning orientations. It was found that all indicators of CSF, psychological well-being and life satisfaction correlate positively with each other. No gender differences were found.; Age differences were found only on the scale of "autonomy". Regression analysis showed that a significant predictor of psychological well–being is life performance, life satisfaction is life performance, and the locus of control is life. The data obtained can be used in psychological counseling to enhance the subjective well-being of clients.

The article presents a theoretical analysis of the relationship between coping strategies and psychological well-being among preschool educational staff. The transactional stress model, conservation of resources theory, and the multidimensional conception of psychological well-being are examined as methodological frameworks. It is argued that the occupational specificity of speech therapists – defined by personalized accountability for correctional outcomes and measurable indicators of children's speech progress – creates conditions for reduced inner stability and increased reliance on maladaptive coping. Meaningful differences in coping profiles between preschool educators and speech therapists are identified. The study concludes that differentiated psychological support is necessary, taking into account the nature of professional tasks and the degree of personal responsibility inherent in each role.