Metacognitive correlates of subjective well-being of university teachers in border regions in modern conditions

The article explores the relationship of metacognition characteristics with the components of subjective well-being of university teachers in border regions in modern conditions. In the introduction, the main theoretical concepts of metacognition and factors of subjective well-being are considered, the purpose of the study and the hypothesis are formulated. The sample of the study was 705 people (72% women) - teachers of higher educational institutions of the border regions (Donetsk and Lugansk regions). To study the characteristics of metacognition and well-being, the following methods were used: Shamionov R.M., Beskova T.V. Methods of diagnostics of subjective well-being of the person, the questionnaire “MCQ-30” by A.Wells, the method “Diff erential type of refl ection”, the questionnaire of self-assessment of metacognitive behavior by E.G. Denisova. According to the results of the correlation analysis, the presence of the relationship of the components of subjective well-being with the characteristics of metacognition was revealed. It is shown that the level of subjective well-being of residents of border regions in modern conditions is signifi cantly higher with a high level of development of metacognitive skills, systemic refl ection, supporting metacognitive schemes. Indicators that reduce the level of subjective well-being have been identifi ed. In particular, it was found that negative metacognitive patterns are most closely associated with a low level of subjective well-being. In conclusion, the conclusion is made about the signifi cant role of metacognitions in the formation and maintenance of the subjective well-being of residents of border regions in modern conditions.