Factor structure of the psychological well-being of pupils in general secondary education institutions

- Dziubenko, Olena (orcid.org/0000-0003-1053-2492) (2026) Factor structure of the psychological well-being of pupils in general secondary education institutions Scientific Studios on Social and Political Psychology, 1 (32). pp. 83-91. ISSN 2309-8287

Text Scientific Studios on Social and Political Psychology, Vol. 32, No. 1, 2026-83-91.pdf - Published Version Download (1MB)

Abstract

Investigating pupils’ psychological well-being as a multidimensional phenomenon is of considerable importance for the development of psychological and educational science, particularly in the context of analysing its structure and supporting the practical implementation of the New Ukrainian School reform, which is aimed at creating a favourable environment for learning and development. The aim of this article was to present the findings of an empirical study of the factor structure of the psychological well-being of pupils in general secondary education institutions. The study was conducted using a sample of Year 5 and Year 6 pupils. Data were collected through an author-designed online questionnaire containing statements intended to assess pupils’ perceptions of how well their psychological well-being was supported within the educational environment. Responses were rated on a 10-point scale (1 = “strongly disagree”, 10 = “strongly agree”). Empirical data were analysed using factor analysis with principal component extraction and Varimax rotation. The suitability of the data for factor analysis was confirmed by the KMO measure (0.972) and a statistically significant result of Bartlett’s test of sphericity (p < 0.001). The analysis identified four factors that together explained 68.5% of the total variance: personal development and attitudes towards learning; the quality of interaction between pupils and teachers; the socio-psychological climate of the pupil group; and pupils’ engagement in school life. Pupils’ psychological well-being was conceptualised as an integrative phenomenon reflecting the distinctive features of their psychological functioning within the educational environment. It is manifested through the fulfilment of pupils’ needs for personal growth and successful social interaction and is subjectively expressed through satisfaction with learning in general secondary education institutions. Its development is facilitated by the enhancement of pupils’ personal potential, trusting relationships with teachers, the cohesion of the pupil group, and active participation in school events and student self-government activities.

Item Type:	Article
Keywords:	pupils’ psychological well-being; personal development; social interaction; socio-psychological climate; pupil engagement; democratisation of the educational environment; New Ukrainian School
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.06 Social problems. Human contacts, relationships Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	The Institute of Social and Political Psychology > Department of Psychology of Communication
Depositing User:	О.А. Дзюбенко
Date Deposited:	31 Oct 2026 15:59
Last Modified:	31 Oct 2026 15:59
URI:	https://lib.iitta.gov.ua/id/eprint/750644

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