Abstract:

The purpose is to study subjective economic well-being among the Russian young people evidence from their success attributes, job availability as well as independence from parents. Methods and participants: The study was conducted on the basis of RUDN University, MGIMO University and Moscow State University (Russia, Moscow). 130 Russian students (65 men and 65 women), 17-23 years old were engaged. There were used the following self-reported techniques: "Subjective economic well-being", Khashchenko, V.A.; "Students Achievement Motivation", Pakulina, S., "Profile of economic well-being", created by the author for this research. For processing of the obtained data Mann — Whitney U-test, factorial analysis (Varimax roundation) were used. The calculations were done using the SPSS 22.0 computer program. Findings: The comparative analysis of two groups (working / not working) students has shown the differences on the estimating of actual family subjective well-being. It means, that working students are more satisfied with their family economic status. They feel more involved in their family economic life. There are found significant differences among working / not working students on the scale "success as personal activity". It means, that working students connect their success much more with their own activity, while not working students see the reason of success as not related to them. The students, depended on their parents economically have much more pessimistic assessment of external and internal conditions of their material prosperity growth. The factorial analysis was conducted for two students’ groups with low and high level of subjective economic well-being. The first group with low level is characterized by: inappropriate ratio of needs and ways to achieve success; the success as both recognition and power with pessimistic subjective economic well-being; material success as external circumstances outcome. The second group with high level of subjective economic well-being is characterized by: the vision of the multiple paths leading to success; optimistic assessment of subjective economic well-being; success as recognition and authority. Research limitations: The factorial analysis does not imply causation between success attributes and subjective economic well-being. Value of the results: The revealed peculiarities can be a result of psychological success-oriented programs organized for Russian students with low subjective economic well-being regardless of the real income.

Acknowledgements:
The study has been supported by departments of grant initiative projects in RUDN University, the project № 051316-0-000 “Students’ ethno-cultural values and students’ motivational setups in the internationally-oriented university”.

Keywords:

Subjective economic well-being, success attribution, Russian students.