The Bulletin of National Defence University of Ukraine

The purpose of the conducted research was a comprehensive study of metacognitive and emotional and personal factors of psychological well-being of teachers. The conducted research confirms the original hypothesis and shows that personal traits, parameters of the emotional sphere and metacognition can be considered as factors of well-being. The highest level of subjective well-being in the sample of teachers is found at high levels of formation of metacognitive skills, metacognitive inclusion and systemic reflection. The analysis of the given results of the covariance analysis, taking into account the interaction of variables, allows us to draw conclusions that the level of subjective well-being of teachers is significantly higher than the high level of the index of positive emotions. Also, a higher degree of responsibility and organization (consciousness) and a degree of awareness of metacognitive skills, the predominance of positive emotions and the ability in a constructive modality to interact with one's own emotions, find something to be grateful for in a difficult situation, and use for the purpose of development (acceptance and positive review) have a reliable effect. Destructive potential has a high index of acute negative emotions

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