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Open Access 28 May 2026

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

Olena Dziubenko
https://doi.org/10.61727/sssppj/1.2026.83
Pages: 83-91
Received 23.01.2026
Revised 30.04.2026
Accepted 28.05.2026
Published 30.06.2026

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

pupils’ psychological well-being personal development social interaction socio-psychological climate pupil engagement democratisation of the educational environment New Ukrainian School

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Suggested citation

Dziubenko, O. (2026). Factor structure of the psychological well-being of pupils in general secondary education institutions. Scientific Studios on Social and Political Psychology, 32(1), 83-91. https://doi.org/10.61727/sssppj/1.2026.83

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