Background. Security as a socio-cultural phenomenon requires a comprehensive approach and integrates a multitude of aspects of social reality, each of which is important both for an individual and society as a whole. It has been shown that there are certain universal desires and needs which are valued by all cultures and peoples as essential to providing a high quality of life; one of such universals is the need for security. Consequently, the status of people's security in a society directly depends on the processes taking place in the society as a whole, and a craving for security and the need for it act as powerful stimulators of social changes.Aim. A theoretical analysis of studies on psychological security as a socio-cultural phenomenon.Method. Sources were selected according the following principles of scientific cognition: development, systematicity, and determinism.Result and discussion. It has been shown that, on the one hand, an individual's security is the result of an effective political, economic, social, and cultural environment. On the other hand, a society's security is a combination of individual people's security. It has been proved that the strengthening of a society's psychological security is key to achieving the wellbeing of different categories of people.It has been demonstrated that security is a dynamic process, since at every point in time we are dealing with a new type of danger. As a result, psychological security must constantly be created all over again. The latent character of security is shown by the fact that a person starts to strain after it only when an actual threat to life, health, and wellbeing emerges. What's more, the use of an interdisciplinary approach (psychological and sociological, in particular) appears to be the most fruitful, especially with regard to such latent phenomena as security and wellbeing.It has been shown that all aspects of human behavior in all spheres of life can be interpreted in the context of both the sense of security and actual security, and in most cases it is the need for security that guides man's action. It has also been demonstrated Psychological security as the foundation of personal psychological wellbeing… 101 that people's perceptions and assessment of their state of security are psychological processes, and thus, they are exposed to individual and group differences.Modern research has shown that, in the modern world, the link between a sense of wellb eing and sense of security is drawing increasing attention. Yet it should be noted that there is a tendency to interpret the concept of security restrictively as protection from harm and satisfaction of basic needs. In other words, the idea that psychological wellbeing and security are complementary and mutually conditioned concepts has not been dealt with so far.

Wellbeing is a multifaceted phenomenon with regard to its conceptualization, fields of application, discourse practices and a great number of components. Its greatest advantage resides in health improvement and lifespan increment. Health can be considered as a source of physical and mental force, as an adaptive ability of the organism, an ideal and meaning of life, an ideal state of the individual who feels well. The aim of the study was to examine socio-psychological features of the respondents with different degrees of subjective wellbeing and health self-esteem pronouncement. As a result, the four groups involving 202 testees were singledout. The survey showed that both health self-esteem and subjective wellbeing serve as predictors not only of attitude towards the world and the self but also as a certain “frame” through the prism of which the person perceives the world around. It was revealed that the respondents with low health self-esteem are emotionallyunstable, prone to neuroticism and dissatisfaction with their life in general. The group of the testees with high health self-esteem and high level of subjective wellbeing are characterized by proactive attitude, a zest for life, positive self-esteem, lack of sustainable tension, while the respondents with low level of subjectivewellbeing and low health self-esteem exhibit an increased level of neuroticism, significance of their social environment and preoccupation with their own emotional sensations. The search for individual and typological specific features depending on the person’s subjective perceptions about his health and wellbeing allows forrevealing idiosyncratic “syndromes” of individual consciousness. Keywords: subjective wellbeing, mental health, typology.

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Introduction. The current socio-economic situation is characterized by complexity, inconsistency, instability, which negatively affects the psycho-emotional state of citizens, reduces their level of satisfaction with life. To solve the problem of maintaining the internal balance of the individual, more and more psychological scientists are paying close attention to the study of well-being and identifying factors for its optimization. Scientists have found numerous proofs of the relationship between well-being and psychological qualities of the individual, while the question of the relationship with intellectual characteristics belongs to the category of little-studied. This topic is particularly relevant for the student audience, which is the professional potential of modern society. The aim of the study is to identify the relationship between emotional and personal well-being and intelligence of students. Methods. The methodology of self-assessment of emotional and personal well-being (SEPWB) and the cultural-free intelligence test of R. Kettell (CFIT) were used as research tools. Results of the study. The study allowed us to identify 4 typological groups with a pronounced positive, weak positive, weak negative and pronounced negative self-assessment of emotional and personal well-being. The results of the distribution of the sample of students into the selected groups showed that 62.5% of students positively assess their emotional and personal well-being. At the same time, students with intermediate types (weak positive and weak negative) have the highest values on the intelligence test. Correlation analysis of the parameters of the SEPWB method and the CFIT method showed the specificity of correlation structures in groups with different types of emotional and personal well-being, which is proof of the ambiguity, non-linearity of the relationship between emotional and personal well-being and intelligence. Conclusion. The novelty of the study is to establish the relationship between the expression of intelligence and the level of emotional and personal well-being. The results obtained can be used by university teachers, as well as psychologists of enterprises involved in the organization of students ' industrial practice.

Взаимосвязь эмоционально-личностного благополучия и социальной перцепции у преподавателей и студентов вузов Введение. Проблема исследования: выявление взаимосвязей социальной перцепции с уровнем внутреннего благополучия участников образовательного процесса. Цели: изучение представлений преподавателей вузов и студентов о других людях, выявление взаимосвязей особенностей этих представлений с показателями эмоционально-личностного благополучия респондентов. Материалы и методы. Исследование социальной перцепции проводилось с помощью варианта методики «Семантический дифференциал» (СД), позволяющей выявить особенности оценки перципиентами качеств людей из ближайшего окружения и тех, кто находится за его пределами. Для исследования выраженности внутреннего благополучия применялась методика «Самооценка эмоционально-личностного благополучия (СЭЛБ)». В исследовании участвовали 132 преподавателя вузов и 656 студентов. Результаты исследования. Во всех группах преподавателей и студентов люди не из близкого окружения, оцениваются по критерию Вилкоксона достоверно ниже, чем те, кто входит в близкий круг (у преподавателей М (окр.) = 5.84, М (все) = 2.70, Z = 9.593, p = 0.000; у студентов М (окр.) = 5.17, М (все) = 3.25, Z = 14.181, p = 0.000). По критерию Колмогорова-Смирнова преподаватели в целом достоверно выше, чем студенты, оценивают качества людей из близкого круга общения (М (преп.) = 5.84, М (студ.) = 5.17, λ = 2.098, p = 0.000), и наоборот, в целом достоверно ниже, чем студенты, оценивают качества людей за пределами своего близкого круга (М (преп.) = 2.70, М (студ.) = 3.25, λ = 2.951, p = 0.000). Средние значения (М) представлений о людях из близкого круга положительно взаимосвязаны с самооценкой эмоционально-личностного благополучия преподавателей (r = 0.230, p < 0.01) и студентов (r = 0.176, p < 0.001), тогда как для представлений о людях, не входящих в близкий круг, такие взаимосвязи не характерны. Часть респондентов характеризуется эмоционально-личностным неблагополучием (особенно, студенты непсихологических профилей подготовки, у которых низкий уровень индекса СЭЛБ отмечен у 10,19% студентов, а сниженный-у 11,11%). Причем студенты общей выборки с низким уровнем индекса СЭЛБ по дескриптору «удачливые» позитивнее настроены по отношению ко «всем людям», чем имеющие высокий уровень индекса СЭЛБ (λ = 1.784, p = 0.003). Заключение. Полученные данные могут использоваться при психологическом сопровождении участников образовательного процесса с целью гармонизации их внутреннего состояния и оптимизации межличностного взаимодействия. Ключевые слова: социальная перцепция, эмоционально-личностное благополучие, преподаватели вузов, студенты Перспективы Науки и Образования Международный электронный научный журнал