Adolescent Emotional Well-being Research Articles

Relationship between parenting styles and school bullying behaviour among adolescents

In recent years, the pervasive issue of school bullying has surfaced as a focal point of concern, given its deep-seated implications on the mental and emotional well-being of adolescents. This paper seeks to unearth the complex relationship between parenting styles - classified as authoritative, authoritarian, permissive, and uninvolved - and the prevalence of bullying behaviours among adolescents in school environments. Through a meticulous analysis of recent empirical studies, the paper highlights the significant influence parenting styles exert on a child’s developmental trajectory, molding their attitudes, behaviours, and peer interactions. Particularly, the study underscores the role of authoritative parenting as a protective factor against bullying, fostering resilience and positive peer relations. In contrast, authoritarian and uninvolved parenting styles may potentially fuel bullying tendencies due to the absence of warmth and the establishment of rigid rules and severe punishments. The paper further identifies a notable gap in current research, emphasizing the necessity for comprehensive studies that integrate cultural nuances to develop culturally sensitive intervention strategies. In aiming to pave the way for safer and more nurturing school environments, this research illuminates the potential strategies through parental interventions to mitigate the negative impacts of bullying, promoting positive child and adolescent development globally.

Concept analysis of adolescent use of social media for emotional well-being.

The aim of the study is to conduct a concept analysis of adolescents' emotional well-being resulting from healthy social media use. Adolescents are the group that uses mobile social media the most. They connect to others and achieve life satisfaction via social media. Here, we consider both the positive and negative aspects of social media use and recognize the need for clear guidance on proper social media use among adolescents. This study utilized an eight-step method of concept analysis. A systematic literature search of PubMed, CINAHL and PsycInfo was conducted, and 10 articles were selected. We defined attributes, model cases, antecedents, consequences and referents. The attributes of adolescent emotional well-being on social media are (a) relationships with others, (b) internet-based communication and (c) being happy and maintaining emotional health. Adolescents use social media to feel safe, seek information and connect to others. Adolescents reported having better relationships and positive affect as a result of social media use. This concept analysis will help health-care providers understand how adolescent emotional well-being is attained through social media. Additionally, this study will provide the basis of behavioural theories and future interventions that guide adolescent use of social media.

The roles of caregivers and friends in adolescent daily emotion dynamics.

Daily emotion dynamics provide valuable information about individuals' emotion processes as they go about their lives. Emotion dynamics such as emotion levels (mean), emotion variability (degree of fluctuation), and emotion network density (strength of temporal connections among emotions) are associated with risks for various psychopathology in youth and adults. Prior work has shown that caregivers and friends play crucial socializing roles in adolescent emotional well-being, but less is known about their roles in daily emotion dynamics. This study examined whether caregiver emotion coaching, caregiver-adolescent closeness, and friendship quality were associated with adolescents' emotion levels, emotion variability, and emotion network density. Further, we examined whether caregiver-adolescent closeness moderated the associations between coaching and emotion dynamics. Participants were 150 adolescents (61% girls; Mage = 14.75) and one of their caregivers (95% female; Mage = 43.35) who completed a baseline survey and 21 daily surveys. Results showed that caregiver emotion coaching interacted with caregiver-adolescent closeness in predicting emotion levels and variability. Specifically, when closeness was higher, emotion coaching was significantly associated with lower sadness and anger levels, higher happiness levels, and lower happiness variability. Caregiver emotion coaching, independent of closeness, was also associated with lower anxiety levels, lower sadness variability, and lower emotion network density. Friendship quality was significantly associated with lower levels of sadness, anxiety, and anger, higher levels of happiness, and lower variability in anxiety and anger. These findings suggest that caregivers and friends are central to everyday emotion levels and variability and a more flexible emotion system in adolescents.

“We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers

The quality and nature of student-teacher relationships have implications outside of the academic domain. Support from teachers plays a significant protective role in the mental and emotional well-being of adolescents and young people, and can help to reduce or delay their engagement in risk behaviours, thereby decreasing negative sexual and reproductive health outcomes such as teenage pregnancy. Using the theory of teacher connectedness, an element of school connectedness, this research explores the narratives surrounding teacher-student relationships amongst South African adolescent girls and young women (AGYW) and teachers. Data were collected through in-depth interviews with 10 teachers, and 63 in-depth interviews and 24 focus group discussions with 237 AGYW aged 15-24 from five South African provinces characterised by high rates of HIV and teenage pregnancy amongst AGYW. Analysis of the data followed a thematic and collaborative approach, comprising coding, analytic memo-ing, and verification of emerging interpretations through discussion and participant feedback workshops. Findings related to perceptions of support and connectedness in teacher-student relationships centred around AGYW narratives of mistrust and a lack of support from teachers, and the consequential negative implications for academic performance and motivation to attend school, self-esteem, and mental health. Teachers' narratives centred around challenges providing support, feeling overwhelmed and incapable of fulfilling multiple roles. Findings provide valuable insight into student-teacher relationships in South Africa, their impact on educational attainment, and on the mental health and sexual and reproductive health of AGYW.

Educational attainment and emotional well-being in adolescence and adulthood

Education has been conceptualized as a causal factor leading to emotional well-being. However, it is also possible that some of the effect of education may be due to selection factors. Analyzing data from the National Longitudinal Study of Adolescent to Adult Health (n ​= ​10,908), we asked: to what extent does educational attainment increase emotional well-being once stable observed and unobserved individual characteristics are accounted for? Findings from fixed effects models showed that attaining a college degree was associated with greater emotional well-being. However, interactions with gender indicate that the positive association with emotional well-being is primarily for women, although a small negative association between completing college and depressive affect was found for men. These findings point to unmeasured confounding factors as motivating some of the association between educational attainment and emotional well-being among adolescents and adults.

“You leave the chat with a different feeling than when you came in”. A Content Analysis about Negative Experiences Following Instant Messaging among Adolescents with and without a History of Non-Suicidal Self-Injury

BACKGROUND: Instant messaging platforms seem to positively contribute to adolescent emotional well-being. However, some scholars show a link between the use of these platforms and negative emotional experiences. These emotions could be perceived as even more overwhelming for certain subgroups of adolescents, such as those who engage in non-suicidal self-injury (NSSI), and lead to self-injury to deal with otherwise difficult to handle feelings.
 OBJECTIVE: The current study aimed at providing a deeper understanding of what kind of experiences during instant messaging communications are perceived as emotionally upsetting by adolescents with and without NSSI, and which situations could trigger NSSI thoughts or attempts in adolescents with lived experiences.
 METHOD: We used content analysis to analyze short interviews conducted with a total of 17 adolescents with and without lived experiences of NSSI.
 RESULTS: Our results showed that experience of Involvement in conflicts, and especially Name-calling and insults, triggered negative emotional experiences for most adolescents (76.5%). Interpersonal stressors like Name-calling and insults, Disagreements or arguments, Unwanted contact, Friendship break-up and “Ghosting” were identified as major triggers for NSSI.
 CONCLUSION: These findings could be used for the purpose of facilitating future research into mapping negative experiences adolescents have on instant messaging platforms, as well as used as a clinical guide to identify situations related to NSSI thoughts or episodes.

Maternal self-efficacy and emotional well-being in Chilean adolescent mothers: the relationship with their children's social-emotional development.

BackgroundLow maternal self-efficacy and high levels of anxiety, depression, and stress can be triggered in adolescent mothers due to an incomplete development process that makes them physically or psychologically unprepared for the responsibilities of motherhood and parenting. These factors may be linked to difficulties with their children’s social-emotional development. The present study aims to: (a) analyze the relationship between maternal self-efficacy and stress, depression, and anxiety levels in low-income adolescent mothers; (b) examine the relationship between maternal self-efficacy and well-being with children’s social-emotional development; and (c) describe the effects of maternal self-efficacy on children’s social-emotional development, mediated by maternal well-being.MethodsA sample of 79 dyads comprising low-income Chilean adolescent mothers aged from 15 to 21 years old (M = 19.1, SD = 1.66) and their children aged 10 to 24 months (M = 15.5, SD = 4.2) participated in this research. A set of psychometric scales was used to measure maternal self-efficacy (Parental Evaluation Scale, EEP), the mothers’ anxiety and depression (Hospital Anxiety and Depression Scale, HADS), maternal stress (Parental Stress Scale, PSS), and the children’s social-emotional development (Ages and Stages Questionnaire Socio-emotional, ASQ-SE). Bivariate analyses and mediation models were employed to estimate and test the relevant relationships.ResultsA bivariate analysis showed that maternal self-efficacy was negatively related to the mother’s anxiety, depression, and stress. Moreover, there was a significant relationship between maternal self-efficacy and maternal stress, and children’s self-regulation and social-emotional development. Maternal self-efficacy, mediated by maternal anxiety, depression, and stress scores, had a significant effect on the development of children’s self-regulation.ConclusionsThe results confirm the importance of adolescent mothers’ emotional well-being and maternal self- efficacy with respect to their children’s social-emotional development. This makes it necessary to have detailed information about how emotional and self-perception status influences a mother’s role in the development of her children.

Western Australian adolescent emotional wellbeing during the COVID-19 pandemic in 2020

BackgroundThe impacts of the COVID-19 pandemic have been vast and are not limited to physical health. Many adolescents have experienced disruptions to daily life, including changes in their school routine and family’s financial or emotional security, potentially impacting their emotional wellbeing. In low COVID-19 prevalence settings, the impact of isolation has been mitigated for most young people through continued face-to-face schooling, yet there may still be significant impacts on their wellbeing that could be attributed to the pandemic.MethodsWe report on data from 32,849 surveys from Year 7–12 students in 40 schools over two 2020 survey cycles (June/July: 19,240; October: 13,609), drawn from a study of 79 primary and secondary schools across Western Australia, Australia. The Child Health Utility Index (CHU9D) was used to measure difficulties and distress in responding secondary school students only. Using comparable Australian data collected six years prior to the pandemic, the CHU9D was calibrated against the Kessler-10 to establish a reliable threshold for CHU9D-rated distress.ResultsCompared to 14% of responding 12–18-year-olds in 2013/2014, in both 2020 survey cycles almost 40% of secondary students returned a CHU9D score above a threshold indicative of elevated difficulties and distress. Student distress increased significantly between June and October 2020. Female students, those in older Grades, those with few friendships or perceived poor quality friendships, and those with poor connectedness to school were more likely to score above the threshold.ConclusionsIn a large dataset collected during the first year of the COVID-19 pandemic, the proportion of secondary school students with scores indicative of difficulties and distress was substantially higher than a 2013/2014 benchmark, and distress increased as the pandemic progressed, despite the low local prevalence of COVID-19. This may indicate a general decline in social and emotional wellbeing exacerbated by the events of the pandemic.Trial registration: ANZCTRN (ACTRN12620000922976). Retrospectively registered 17/08/2020. https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380429&isReview=true.

EFFICACY OF LIFE SKILLS EDUCATION ON MANAGEMENT OF EMOTIONAL SKILLS (STRESS & EMOTIONS) AMONG ADOLESCENTS IN A SELECTED SCHOOL AT KANYA KUMARI DISTRICT

Adolescence has spurt of growth and development and has distinctive health and educational needs. Youth’s make an inspiration on this newly discovered world, determine matters, comprehend new viewpoints, and collaborate on dependable and sensitive actions. Life Skills Education (LSE) encompasses psychosocial competencies and interpersonal skills that assist people to make knowledge selections, clear up problems critically and solve real life situation creatively, talk effectively and efficiently, construct good relationships, helps to empathise with others, and deals with their lives healthily and productively (WHO, 2020). Adolescents tend to experience more extreme emotions and stress, both negative and positive in their day to day life but how they manage these, matters a lot. Thus, for the intellectual, social and emotional well-being of adolescents, it is highly important to check the stress levels among them. Not much has been researched in the area of stress levels and interventions of Indian adolescents. Therefore, the prime objective of this work is to test the capability of life skill training programme in relieving stress among Indian adolescents. So the investigator did a study to assess the management of emotional skills like stress and emotion component of the adolescent girls when they faced the challenges in their lives. The objectives of the study were to assess the emotional skills (Stress and Emotions) among adolescent girls and to find the association between emotional skills (Stress and Emotions) and selected demographic variables (age, siblings, education status and occupation of the father and mother) of the adolescent girls. An Experimental Pre-test ― post-test control group design was adopted. The samples of the study were 30 girls between 13 to 17 years studying in 7th to 11th standards of selected schools. Collected data were analysed by descriptive and inferential statistics. According to the statistical report there was significant association between the number of siblings, mother’s occupation and emotional skills (Stress and Emotions) in the experimental group which is statistically significant at p <0.01 level.

High Parental Education Protects Against Changes in Adolescent Stress and Mood Early in the COVID-19 Pandemic

PurposeThe COVID-19 pandemic has brought dramatic changes to the daily lives of U.S. adolescents, including isolation from friends and extended family, transition to remote learning, potential illness and death of loved ones, and economic distress. This study’s purpose is to measure changes in adolescents’ perceived stress and mood early in the pandemic. MethodsThe present study drew from a racially and ethnically diverse sample of high school student participants in an ongoing intervention study in the Midwestern U.S., 128 of whom provided reports of their daily stress and mood both before (December 2017 to March 2020) and during (March–July 2020) the COVID-19 pandemic. We expected to see increases in perceived stress, declines in positive mood states, and increases in negative mood states, with larger impacts on individuals from households with lower parental education levels. ResultsMultilevel models revealed increases in perceived stress primarily for adolescents from low/moderate education families during the pandemic. Impacts on mood states also diverged by education: adolescents from low/moderate education households reported feeling more ashamed, caring, and excited than before the pandemic, changes that were not shared by their peers from high education households. Although changes in mood that arose with the onset of the pandemic became less pronounced over time, increased levels of home- and health-related stress stayed high for low/moderate education adolescents. ConclusionsDuring the COVID-19 period, we observed disparate impacts on adolescents according to household education level, with more dramatic and negative changes in the emotional well-being of adolescents from low/moderate education households.

Associations of Sociodemographic Factors and Health Behaviors with the Emotional Well-Being of Adolescents during the COVID-19 Pandemic in Brazil.

This cross-sectional study utilizes data from a nationwide web-based survey aimed to identify the factors affecting the emotional well-being of Brazilian adolescents aged 12–17 during the period of school closures and confinement. Data collection took place from 27 June to 17 September 2020. We used the “virtual snowball” sampling method, and students from private and public schools were included. A total of 9470 adolescents were analyzed. A hierarchical logistic regression model was used to find the factors associated with reporting at least two of three self-reported problems—sadness, irritability, and sleep problems. The main proximal factor was loneliness (AdjOR = 8.12 p < 0.001). Problems related to school closures also played an important role. Regular intake of fruits and vegetables, as well as physical activity, demonstrated a positive influence on emotional well-being, while excessive screen time (AdjOR = 2.05, p < 0.001) and alcohol consumption negatively affected outcomes (AdjOR = 1.73, p < 0.001). As for distal variables, less affluent adolescents were the most affected, and males reported fewer emotional problems than females. Uncertainty regarding the disease in a context of socioeconomic vulnerability, together with rises in unhealthy behaviors and isolation from their immediate social circles, have negatively affected adolescents’ emotional status throughout the COVID-19 pandemic.

Experiencing quarantine restrictions for adolescents with and without suicidal experience in Russia

IntroductionThe life changes and limitations associated with Covid-19 clearly have serious psychological implications. The life of adolescents has also changed significantly in many areas: study, communication with peers, contact with family, etc. and not all adolescents have adapted to these changes equally easily.ObjectivesStudy adolescents’ perception of Covid-19, describe the effect of self-isolation on adolescent emotional well-being, and examine changes in the family system through the eyes of a teenager.MethodsThe study involved two groups of adolescents: the first (G1) - 174 students of a Moscow school and the second (G2) - 39 adolescents hospitalized in a children’s psychiatric clinic in connection with suicidal actions. Teenagers filled out the author’s questionnaire, Short Health Anxiety Inventory (Salkovskis), Analysis of Family Anxiety (Eidemiller, Yustickis), Prohibition on the expression of feelings (Kholmogorova).ResultsParticipants in G2 significantly more often than G1 reported that their functioning worsened (it became more difficult to study - 72% versus 51%; more difficult to communicate - 76% versus 41%, more conflicts with family members - 49% versus 25%). G2 demonstrated a significantly higher level of family anxiety (M = 17.3 and M = 12.1 p&lt;0.01), a more pronounced prohibition on expressions of negative emotions (M = 37.2 and M = 21.3 p&lt;0.01). The level of anxiety (for one’s own health, well-being of relatives and financial stability) is also significantly higher in G2.ConclusionsMany adolescents in self-isolation need the support of relatives and the help of specialists. For a number of teenagers, self-isolation has become a crisis situation.

Grandparent Affection and Emotional Well-being of Adolescents with Different Family Types

Despite the increasing importance of grandparents in raising their grandchildren, few studies analyze the impact that these intergenerational relationships have on the grandchildren, especially during adolescence. With a sample of 3432 adolescents between 11 years and 16 years old, we analyze to what degree grandparent affection explains adolescent emotional well-being. The results reveal interesting findings according to family type: traditional two-parent families, families with joint custody, or families with only one biological parent (specifying between father or mother). Lastly, we analyze and discuss the implications of the relevant results related to the grandparents’ sex, lineage, and state of health, the adolescent’s age, as well as finding a higher impact of grandparent affection has on adolescents from families with only the father as a reference figure. This study advocates for reinforcing the role of the grandparents during adolescence, becoming especially relevant for boys and girls living in father-only families.

Engaging Community and Academic Partners to Explore Adolescent Emotional Well-Being.

In an under-resourced area of the South Bay of Los Angeles, partnerships were formed between community advocates with extensive research experience, less experienced academic investigators, and an urban public high school without partnered research experience. This article outlines the process of developing these partnerships through a community-academic research conference addressing a priority area identified by the local community to define and understand the importance and relevance of adolescent emotional well-being. Teen participants from the high school identified support from the community as the most crucial ingredient for achieving adolescent emotional well-being.

Coaching vulnerable youths for positive change: A coaching relationship model for promoting adolescent interpersonal relationships with trusted adults

Objective:Despite the growing research in Coaching Psychology, there is little literature on the psychology of coaching adolescents within community settings. This study aimed to explore youth work practitioner experiences to gain insights into how vulnerable adolescents are supported in their emotional wellbeing within the domain of Coaching Psychology.Methods:The study explored, through semi-structured interviews with 13 qualified youth practitioners how emotional wellbeing may be promoted in adolescents within existing positive development and Coaching Psychology theoretical frameworks.Results:The findings, using Grounded Theory methods presents a Holding-Containing-Attunement Coaching Model that conceptualises the coaching relationship processes for promoting an authentic, communicative environment to enhance adolescent interpersonal relationships with trusted adults. The emotions-focused model informs a coaching relationship framework based on the environment provided by participants (holding), their way of being (containing) and perceived emotions-related outcomes (attunement).Discussion:The Model forms the basis of a framework for promoting emotional wellbeing in adolescents and an emerging Emotional Attunement theory on the coaching relationship that can be further researched and used to coach positive adolescent development.Conclusions:The findings of this study go some way to addressing the gap in current adolescent coaching research, and provides valuable insights into the understudied area of Coaching Psychology within community settings. The Holding-Containing-Attunement Model and Emotional Attunement theory makes a significant contribution to the discussion on the need for a dedicated theory on the coaching relationship.

Trends over Time in Adolescent Emotional Wellbeing in the Netherlands, 2005-2017: Links with Perceived Schoolwork Pressure, Parent-Adolescent Communication and Bullying Victimization

In some Scandinavian countries, the United Kingdom and the United States, there is evidence of a dramatic decline in adolescent emotional wellbeing, particularly among girls. It is not clear to what extent this decline can be generalised to other high-income countries. This study examines trends over time (2005-2009-2013-2017) in adolescent wellbeing in the Netherlands, a country where young people have consistently reported one of the highest levels of wellbeing across Europe. It also assesses parallel changes over time in perceived schoolwork pressure, parent-adolescent communication, and bullying victimization. Data were derived from four waves of the nationally representative, cross-sectional Dutch Health Behaviour in School-aged Children study (N = 21,901; 49% girls; Mage = 13.78, SD = 1.25). Trends in emotional wellbeing (i.e., emotional symptoms, psychosomatic complaints, life satisfaction) were assessed by means of multiple regression analyses with survey year as a predictor, controlling for background variables. Emotional wellbeing slightly declined among adolescent boys and girls between 2009 and 2013. A substantial increase in perceived schoolwork pressure was associated with this decline in emotional wellbeing. Improved parent-adolescent communication and a decline in bullying victimization may explain why emotional wellbeing remained stable between 2013 and 2017, in spite of a further increase in schoolwork pressure. Associations between emotional wellbeing on the one hand and perceived schoolwork pressure, parent-adolescent communication, and bullying victimization on the other were stronger for girls than for boys. Overall, although increasing schoolwork pressure may be one of the drivers of declining emotional wellbeing in adolescents, in the Netherlands this negative trend was buffered by increasing support by parents and peers. Cross-national research into this topic is warranted to examine the extent to which these findings can be generalised to other high-income countries.

The association of socio-economic status, dental anxiety, and behavioral and clinical variables with adolescents' oral health-related quality of life.

It is not clear which factors hold more weight in predicting oral health-related quality of life (OHRQoL). Therefore, this study explored which component of factors (e.g., socio-economic status, clinical status or oral health behaviors, dental anxiety, oral health knowledge) has a better predictive value in different aspects (e.g., oral symptoms, functional limitations, social and emotional conditions) of adolescents' OHRQoL. Participants were randomly selected from Grade Two (S2) students within 12 secondary schools in Hong Kong. The independent variables include the following : socio-economic (monthly family income, parents' educational background), oral health behaviors (the frequency of brushing and having snacks like chocolate or biscuits), and oral health-related factors (oral health knowledge, dental anxiety, dental caries and bleeding index). Adolescents' OHRQoL was evaluated using the 16-item Child Perception Questionnaire (CPQ11-14-ISF:16). Frequencies and means were used for data description. Different variables were analyzed as predictors of OHRQoL by multi-level linear regression analysis. 1207 adolescents (46.6% females) participated in this study. The mean total CPQ11-14-ISF:16 was 14.2 (9.8). Mean scores of oral symptoms, functional limitations, and emotional and social well-being were 4.4 (2.8), 4.2 (2.8), 3.2 (3.1), and 2.4 (2.7), respectively. In the final model, adolescents with poorer oral health knowledge, higher dental anxiety levels, brushed their teeth less than once a day and consumed chocolates or biscuits more regularly as reported by a statistically worse OHRQoL (p < 0.05). In addition, gingival bleeding was a predictor of the oral symptom domain (β = 0.7, p = 0.027); the emotional well-being of adolescents whose father went to college had a better OHRQoL (β = - 0.9, p = 0.014) and adolescents from the higher-income family had a statistically better social well-being (p = 0.015). Our study indicates that adolescents with poorer oral health knowledge, higher dental anxiety levels, brushing their teeth less than once a day, or having a daily consumption of chocolate or biscuits had statistically worse OHRQoL. These findings can provide guidance for future oral health promotion in improving OHRQoL among adolescents.

Joint latent class analysis for longitudinal data: an application on adolescent emotional well-being

This study proposes generalized models of joint latent class analysis (JLCA) for longitudinal data in two approaches, a JLCA with latent profile (JLCPA) and a JLCA with latent transition (JLTA). Our models reflect cross-sectional as well as longitudinal dependence among multiple latent classes and track multiple class-sequences over time. For the identifiability and meaningful inference, EM algorithm produces maximum-likelihood estimates under local independence assumptions. As an empirical analysis, we apply our models to track the joint patterns of adolescent depression and anxiety among US adolescents and show that both JLCPA and JLTA identify three adolescent emotional well-being subgroups. In addition, JLCPA classifies two representative profiles for these emotional well-being subgroups across time, and these profiles have different tendencies according to the parent-adolescent-relationship subgroups.

Investigating the links between fear of missing out, social media addiction, and emotional symptoms in adolescence: The role of stress associated with neglect and negative reactions on social media

Fear of missing out (FoMO) is known to be associated with a decrease in emotional well-being in adolescents. However, few studies have investigated the possible mediating factors between FoMO and emotional symptoms. In this study, we studied the relationship between FoMO and emotional symptoms in a sample of 472 Italian adolescents aged 11–19. In particular, the study investigated the possible mediating role of perceived stress associated with experiences of neglect and negative reactions by other social media users, and social media addiction. Self-report measures were used. Results show that FoMO directly and indirectly predicts emotional symptoms. Additionally, FoMO is associated with increased sensitivity to stress associated with experiences of neglect and negative reactions by online peers, and social media addiction. Sensitivity to stress associated with neglect (but not to negative reactions) by online peers is found to mediate the relationship between FoMO and social media addiction, which, in turn, mediates the relationship with emotional symptoms. In general, the study shows that FoMO is a factor in experiencing higher sensitivity to stress associated with neglect by online peers, which in turn my act as a trigger for social media addiction, and ultimately showing a negative impact on emotional well-being of adolescents. Limits and future directions for research are discussed.

СУЧАСНІ ТЕНДЕНЦІЇ ВИВЧЕННЯ СУБ'ЄКТИВНОГО БЛАГОПОЛУЧЧЯ ОСОБИСТОСТІ В ПІДЛІТКОВОМУ ТА ЮНАЦЬКОМУ ВІЦІ

The article defines terms on mental health and emotional well-being of adolescents and adolescents, and outlines major trends in mental health and emotional well-being of young people over the past decades. The aim of the article is to highlight and establish the importance of emotional and subjective well-being in adolescence and youth, to identify their further influence on the formation of the personality and its full life. Adolescence is seen as a critical period of development with long-term effects on the health and well-being of the individual. It is stated that the central factor in the health and well-being of adolescents is the interaction of young people with their environment, with people and attitudes in their daily lives. The most important determinants of adolescents' health are in their environment, as well as the choices and opportunities for improving the health or adverse behaviors of today's society. Factors that influence on the subjective and emotional well-being (sleep deprivation, increased stress, social relationships, the impact of violence) have been taken into account. The components and characteristics that support emotional and subjective well-being are identified, such as: self-esteem, motivation, stability, self-efficacy, hope and optimism, while high levels of anxiety, depression and stress can interfere with emotional health and well-being. In determining the factors that affect the emotional and subjective well-being of adolescents and youths, it is important to take into account the multidimensional nature of well-being and what sources and factors form it. The main sources affecting the sense of self and overall well-being of a person in adolescence and youth are family, community, peers, school environment and teachers. The modern world and the environment of human development are constantly changing, which has a significant impact on the well-being of the individual and its further development. Such changes are important elements for the continued successful interaction of adolescents and young people and their integration in society.