SUBJECTIVE WELL-BEING: ESSENCE, PSYCHOLOGICAL AND SOCIAL CONDITIONING, INFLUENCING FACTORS DURING STUDENT LEARNING

The article presents the theoretical and experimental results of the study of subject well-being as one of the components of the research of social progress, the evaluation of state policy and the prediction of results for individuals and societies. The essence of subjective well-being is considered in the context of life satisfaction and the affective dimension (frequent positive and infrequent negative & acy;ffects, momentary moods of individuals). The psychological conditioning of the subject's well-being is revealed in view of the change or stability of the well-being attitude, the connection between the satisfaction of needs, motivation and the subject's well-being. The social conditioning of the subject's well-being is revealed in the context of the influence of the social environment, stable social relations, and social support on the subject's well-being. Scientific data on factors that can disrupt (improve) subject wellbeing are summarized. The experimental part of the research was conducted with the involvement of students of grades 1-11. The experimental results of the study relate to the period of the introduction of martial law on the territory of Ukraine in connection with the aggressive actions of Russia. The experimental results of the research include generalizations about the episodic subjective well-being of students according to the character traits of the teacher, the subjective well-being of students according to the teacher's actions in class, groups of factors that negatively affect the subjective wellbeing of students during education (factors related to external influences on the organization of student learning, factors related to the emotional and physiological states of the teacher; factors related to cognitive processes, emotional and physiological states of students).