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Subjective maturity evaluation of teenagers with different level of psychological well-being

The article presents the research results of evaluating of subjective maturity and psychological well-being of senior teenagers acquiring the social repertoire of maturity. A teenager is becoming mature through acquiring different social roles. This process undergoes different stages influenced by internal and external conditions. The acquisition of social roles by a teenager is determined by his/her subjective focus on him/herself or other people; and it is a predictor of social adaptiveness in the mid-term ontogenetic perspective. The pro-social focus becomes a stable pro-social behavior only when the teenager engages in a focused creative activity aimed at acquiring social roles. This activity gains great personal significance. Satisfaction from acquiring social roles leads to psychological well-being. Subjective feeling of maturity and psychological well-being may be considered as close psychological phenomena significant for school graduates because of a prospective change of their social development situation. Psychological well-being and life satisfaction is considered to be a result of a teenager’s subjective activity and a condition required for his or her development. At the same time dissatisfaction is an internal condition that creates the need to reduce tension, to transform and develop personality. The research results suggest a specific maturity model in senior teenagers. High prosociality and high life satisfaction means maturity, low prosociality and high satisfaction means infantilism, high prosociality and low satisfaction means quasi-maturity, low prosociality and low satisfaction means negative infantilism. Subjective feeling of maturity is exercised at cognitive-emotional-behavioral level of the psyche and is closely connected with reflexive and axiological aspects of conscience. The emerging world view is becoming more systematic and it becomes part of the personal identity. This work is based on the cultural and historical, subject and activity-based as well as phenomenological (existential) approaches. A variance analysis was used to identify the connection between subjective feeling of maturity and psychological well-being; it was followed by a further high-quality analysis of the obtained data. This work identifies age and gender differences in the senior teenagers' (9th–11th grade) subjective evaluation of their maturity. The research took place at schools of St Petersburg (Russia) in 2018–2019.