Scale for assessing the psychological well-being of students: verification and validation
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- Scale for assessing the psychological well-being of students: verification and validation
- Samohvalova A.G., Shipova N.S., Tikhomirova E.V., Vishnevskaya O.N. Scale for assessing the psychological well-being of students: verification and validation. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 2022, vol. 28, № 1, pp. 76-83 (In Russ.). https://doi.org/10.34216/2073-1426-2022-28-1-76-83
- DOI: https://doi.org/10.34216/2073-1426-2022-28-1-76-83
- УДК: 378:159.9
- Publish date: 2022-04-15
- Annotation: This article presents a theoretical review of models of the psychological well-being of an individual, as well as the main tools for measuring it. On the basis of theoretical analysis and empirical studies of the team of authors, a structural-functional model of the psychological well-being of students has been developed. The results of a statistical analysis of the “Scale of psychological well-being of students” created on its basis (Anna Samokhvalova, Elena Tikhomirova, Natalia Shipova, Oksana Vishnevskaya, 2022) are presented. The article presents the results of testing the methodology for reliability and validity, as well as data on the correlations of its subscales with the scales of the psychological well-being methodology by Carol Ryff. The article also presents instructions and empirical norms of the methodology. The data of the psychometric test of the methodology “Scale of psychological well-being of students” presented in the article testify to the differentiated assessment by subscales of the methodology of the declared construct. The authors indicate that the technique can be used in further research to determine the psychological well-being of students. Its results may be useful for developing targeted methods of providing psychological assistance; as well as in the practical work of consultant psychologists.
- Keywords: psychological well-being, subjective well-being, life satisfaction, students.
- Funding and acknowledgments: This work was supported by the RFBR and KN RA within the framework of the scientific project No. 20-513-05005\20
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