Abstract:

The present study investigates the relationship between the components of autopsychological competence and subjective well-being in a sample of 109 students majoring in teacher education. We used the Meaning-in-Life Orientations test (MOL; Leontiev, 2000) and the Level of Reflexivity questionnaire (Karpov, Ponomareva, 2000) to measure autopsychological competence in students, while subjective well-being was assessed using the Psychological Well-being Inventory (Shevelenkova, Fesenko, 2005).

It was hypothesized that:
(1) reflexive and constructive components of autopsychological competence prevail in senior students as compared to first-year students;
(2) there is a direct correlation between the components of autopsychological competence and the motivational and semantic components of subjective well-being.

The findings showed that despite the long-term training in pedagogy, the difference between the components of autopsychological competence and of subjective well-being in senior students and first-year students is statistically significant only in terms of the reflexive component. Subsequent training aimed at increasing the students' autopsychological competence showed an indirect effect on their subjective well-being and confirmed a statistically significant direct correlation (Spearman's Rank Correlation, Mann-Whitney U-test).

Keywords:

Subjective well-being in adolescence, autopsychological competence, correlation analysis, Kaizen.