Personal resources of pupils' subjective well-being

The article presents the results of an empirical study within the framework of the topical issue of finding personal resources for the subjective well-being of schoolchildren. It is noted that the identification of significant personal resources of subjective well-being of children and adolescents in the educational environment remains an urgent task of theoretical and applied research. The main request for such research is to identify such mechanisms that, on the one hand, are universal for students of different ages, and on the other hand, are subject to development within the framework of educational activities. From this perspective, self-regulation and school engagement meet these conditions. At the same time, the development of regulatory competences is envisaged by educational standards, and school engagement is an external (visible) indicator of academic motivation that can be influenced through pedagogical interaction. Conscious self-regulation and school involvement are significant personal resources of adolescent students' subjective well-being during their studies in middle and high school. The overall level of development of conscious self-regulation mediates the impact of involvement on the subjective well-being of schoolchildren. This result makes a significant contribution to the understanding that regulatory competences not only ensure academic success but are also positioned as effective resources for adolescents' well-being. The findings contribute to the understanding of the determinants of students' subjective well-being in the educational environment. In practical terms, this substantiates the effectiveness of psychological and pedagogical interventions aimed at developing students' conscious self-regulation and maintaining their school engagement as significant mechanisms of satisfaction with the educational environment.