Abstract
Introduction. At the current stage of development of the education system, the issues of formation and preservation of emotional well-being of schoolchildren are becoming especially important. The focus of this article is the definition of the structure of schoolchildren's emotional well-being and the identification of the peculiarities of the interrelation of its components, including separately by groups, boys and girls. Methods. The study was carried out in Yekaterinburg schools. It involved 700 schoolchildren of 5-9 grades. Of them - 402 boys and 298 girls. The following psychodiagnostic tools were used: the technique "Scales of positive and negative affect" (E.N. Osin, 2012); the questionnaire "Mental stability" (Clough, Earle, & Sewell, 2002, adapted by Malykh S.B., Ismatullina V.I., Kolyasnikov P.V., Lobaskova M.M.); questionnaire "Multidimensional scale of life satisfaction of schoolchildren" (E.S. Hübner, 1994, adaptation of Sychev O.A., Gordeeva T.O., Lunkina M.V., Osin E.N., Sidneva A.N.); questionnaire "Strengths and weaknesses" (Goodman R., 2001). For statistical data processing, correlation analysis using Spearman's method with correction for multiple comparisons (Hill's method) was used; exploratory factor analysis with oblique rotation (oblimin) using the MINRES method. Results. It was found that the structure of emotional well-being of schoolchildren is represented by three components - emotional, cognitive, and destructive - and has some gender peculiarities. The structure of girls' emotional well-being correlates with the general structure, and the structure of boys' emotional well-being has some differences and is formed by the cognitive component, negative emotional component and positive emotional component. Discussion. For the first time, the structure of emotional well-being was considered not as a whole sample but by groups - boys and girls. The ideas obtained expand the available in science ideas about the phenomenon of emotional well-being. The results of the study can be used to develop psychological support programs for schoolchildren with a focus on preserving their emotional well-being.
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