Abstract
The article focuses on psycho-emotional well-being of high school students in the context of their professional self-determination.The sample consisted of 456 students of 9—11 classes of general education schools (207 males, 249 females) aged 14—18 years.The methods included techniques for measuring personality, cognitive-evaluative and emotional aspects of well-being as well as a set of diagnostic methods and indicators of professional self-determination.It is shown that structure of the students’ well-being is characterized by low levels of competency and self-acceptance, low activity and cheerfulness, increased anxiety and tension.The study identified a high percentage of students with reduced scores of psycho-emotional well-being.The revealed difficulties in professional self-determination were mostly related to externally motivated choices of profession, insufficient development of cognitive interests and professional type of personality, as well as to professional identity crisis.The study shows that different aspects of psycho-emotional well-being affect the parameters of professional self-determination.
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