Psychodiagnostic possibilities of measuring psychological well-being

Introduction. Psychological well-being of cadets in departmental educational organizations serves as an integral indicator of their successful adaptation to the specific conditions of professional training involving exposure to multiple stressogenic factors. The relevance of this research is determined by the absence in Russian psychology of a comprehensive analysis of valid psychodiagnostic instruments for measuring psychological well-being in a specific departmental educational environment.

Materials and methods. A content analysis of literature (2020–2025) and dissertation research was conducted. Selection criteria included: validity (α ≥ 0.70), relevance to cadet samples, conformity to Ryff's model, presence of Russian adaptation, and use in current research (2022–2024). Three dissertation studies involving cadets of the National Guard troops and students of civilian universities were subjected to detailed analysis.

Results. Nine main valid psychodiagnostic instruments for measuring psychological well-being of cadets were identified and systematized (α ≥ 0.70). Each is associated with specific components of psychological well-being. A three-component structure of well-being was established: psychological (personal development, self-acceptance), social (interpersonal trust, group identity), and physiological

(emotional stability) components. An extremely high correlation between adaptedness and well-being was revealed (r = 0.909–0.919, p < 0.001), confirming adaptation as a central predictor of well-being in the departmental environment.

Discussion and conclusions. An integrative approach to psychodiagnostics of well-being requires a complex of instruments accounting for the specificity of the departmental environment. Special attention should be given to components of successful adaptation (personal development, group identity, interpersonal trust) and components of maladaptation (communicative barriers, emotional rigidity, low motivation for cooperation). Implementation of the proposed battery of 12 instruments will ensure psychological and pedagogical support for cadet adaptation and contribute to the development of preventive programs to reduce burnout and maladaptation in professional groups exposed to persistent stressogenic factors.

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