Особливості психологічного благополуччя молодших школярів з різними рівнями сприйнятого стресу

Abstract

The article analyzes the peculiarities of the relationship between the psychological well-being of primary school students and the levels of their perceived stress. The relevance of the research is substantiated, which is due to the expediency of researching the level of perceived stress by primary school students as a significant indicator of their life satisfaction and, as a result, psychological well-being. An analysis of the results of an empirical study of the psychological well-being of elementary school students with different levels of perceived stress is presented, according to which, in particular, it was established that a significant number of primary school students are characterized by an average and high level of such stress, which can negatively affect children's health and their experience of social support This is indirectly evidenced by the differences in the levels of perceived stress depending on the number of children in the families of the studied elementary school students. At the same time, data analysis shows the peculiarities of perceived stress depending on the belonging of primary school students to a new social group, namely internally displaced persons (IDPs), which is associated with their relocation in war conditions, and the modality of relationships in children's families. The results of a study of the levels of perceived stress depending on the gender of primary school students are presented, the analysis of which allowed us to assume the influence of gender stereotypes on the perception of stress. According to the results of variance analysis, statistically significant differences were found in the features of the psychological well-being of primary school students with different levels of perceived stress. As an indicator of such well-being, the indicator of life satisfaction as such, which most closely corresponds to the age characteristics of primary school students, was used. As a result, the hypothesis about the inverse nature of the relationship between perceived stress and psychological well-being of the studied primary school students was confirmed. The expediency of developing and approving a program for developing the ability of primary school students and other participants in the educational process to master perceived stress as an important factor in their psychological well-being has been established