PSYCHOLOGICAL WELL-BEING OF STUDENT YOUTH UNDER MARTIAL LAW: A GENDER ASPECT

Abstract

The article presents a theoretical and empirical analysis of the phenomenon of psychological well-being among student youth under martial law, with consideration of the gender aspect. It is emphasized that, in conditions of armed conflict, psychological well-being functions not only as an indicator of mental health but also as a critical resource for adaptation, stress resilience, and the preservation of personal integrity. Empirical research conducted on the basis of two higher education institutions (n = 136; 66 males and 70 females), employed C. Ryff’s Psychological Well-Being Scale adapted by T. Shevelenkova and P. P. Fesenko, alongside statistical analysis methods, including Fisher’s angular transformation coefficient. The results revealed that, for both gender groups, a moderate level of psychological well-being predominates, indicating the presence of adaptive potential despite exposure to stress-inducing factors associated with war. Gender-specific analysis of the components showed that females scored higher on “Positive Relations,” reflecting a stronger orientation toward interpersonal support, whereas males exhibited higher scores in “Autonomy”, indicative of a tendency toward independence and self-reliance. The most vulnerable component for both groups was “Environmental Mastery”, likely due to a diminished sense of control over life circumstances under the conditions of martial law. Statistical analysis identified significant gender differences in the components “Positive Relations” (φemp. = 3.473, p ≤ 0.01) and “Self-Acceptance” (φemp. = 2.081, p ≤ 0.05), as well as a tendency toward differences in “Autonomy” (φemp. = 1.868, p ≤ 0.05). These findings indicate a greater emotional-communicative orientation and heightened self-reflexivity among females, compared to males, who demonstrate higher independence and self-confidence. The results underscore the necessity of developing gender-sensitive psychological support programs for student youth under conditions of social instability and wartime challenges, aimed at strengthening adaptive resources, fostering self-regulation, enhancing self-acceptance, and promoting internal resilience.