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It is important to separate measuring the statistical and subjective index of child well-being, with attention given to situations where children’s assessments fall below the statistical figures.
According to the Russian Child Well-Being Index for 2022, families with children are facing financial challenges, with only 50 % of surveyed children rating their family’s financial situation positively. Additionally, there is room for improvement in children’s access to leisure activities, as 55 % of surveyed children had not traveled anywhere in the past year. Children’s self-esteem is relatively low, with only 45 % of them reporting achievements and successes they take pride in. Furthermore, there is potential to enhance children’s motivation and interest in learning, as 70 % of the surveyed children expressed liking school, and 65 % found their lessons interesting.
These findings can serve as the foundation for practical initiatives. For example, in Altai Krai, day care groups were established for children from families facing financial difficulties, allowing parents the freedom to work or pursue further education, thereby increasing the family’s income. In Nizhnevartovsk, libraries have created spaces for children and teenagers to explore their interests. In Langepas, summer camps and evening leisure activities were organized, enabling children to discover new talents and interests. In the Tambov region, efforts are being made to boost children’s interest in learning through the expansion of Olympiad programs and the introduction of new supplementary education programs in various fields: arts, natural science, technology, tourism and local lore, social science and pedagogy, physical education and sports.
According to Elina Illarionova, the developers of the index collaborate with regional analytical groups, often based at universities, which can provide practical recommendations to specialized agencies. Both the Subjective and Statistical Indices of Child Well-Being are publicly accessible and can benefit a wide range of stakeholders, including regional and federal authorities, NGOs, social investors, the expert and scientific community, as well as parents and children.
“We strive to ensure that the index data is integrated into regulatory frameworks to lay the groundwork for child welfare programs. On top of that, we believe that presenting the research results should involve the active participation of children, and that the data should not only inform management decisions but also justify the need for child-centric policies,” emphasizes Elina Illarionova.
How does an individual’s perception of happiness and well-being relate to themselves? Are external circumstances in which a person lives influencing this perception? Why is it essential to incorporate subjective and psychological well-being into our evaluations? Answers to these questions can be found by delving into the realm of positive psychology.
When we mention “positive psychology,” most often, it conjures associations with affirmations, a positive mindset, and optimistic thinking. In other words, “think positively, and everything will be fine.” However, this is not the complete picture. Positive psychology, as a distinct branch of psychological knowledge and practice, explores the resources within individuals, their satisfaction, values, talents, and their co
The concept of subjective well-being emerged in psychology during the 1970s when the age-old philosophical question of happiness became a focal point for empirical investigation within this field, as explained by A
Researchers identify three approaches to measuring well-being:
1. Subjective well-being (E. Diener) – how closely a person believes their life aligns with the most desirable state.
2. Psychological well-being (C. Ryff, D. Leontiev) – the assessment of personality traits that contribute to happiness (positive relationships with others, self-acceptance, having a life purpose, etc.).
3. Quality of life – an objective evaluation of the favorability of external living conditions.
As far back as 1970, while studying well-being in Nordic countries, Fi
Renowned researchers, including Nobel laureate Daniel Kahneman and his collaborator Amos Tversky, have discovered that perceived quality of life and subjective well-being are minimally affected by external circumstances. They found that “life circumstances make only a small contribution to the variance of happiness – far smaller than the contribution of inherited temperament or personality.”[26] This phenomenon has been termed the paradox of subjective well-being.
The encouraging news is that if you possess a sufficient level of optimism and life satisfaction, this state of well-being can be quickly regained, regardless of external events. A
According to a model proposed by UCR professor Sonja Lyubomirsky,[27] happiness can be attributed to the following factors:
• Genetic predisposition (50 %);
• Life circumstances (10 %);
• Intentional activities and behaviors (40 %).
While genetic predisposition and life circumstances ca
Moreover, engaging in activities that demand intentional effort, such as continuous learning, plays a pivotal role in achieving lasting happiness. This implies that external circumstances, which are not related to intentional activity, have a fleeting impact on subjective well-being,[28] whereas purposeful activities involving effortful challenges and volitional choices form the foundation for sustained well-being.
Psychological science also provides diagnostic tools for measuring personal resources, perceived support, life orientation, and subjective well-being. A
1) Resilience (the ability to recover and grow after facing stress).
2) Endurance (engagement, risk-taking, control).
3) Sense of co
4) Optimism.
5) Self-esteem.
6) Self-efficacy (belief in one’s ability to cope).
7) Tolerance of uncertainty.
8) Self-control.
As Hegai notes, incorporating relevant questio
25
Allardt, E. (1993). Having, Loving, Being: An Alternative to Swedish Model of Welfare Research. In M. Nussbaum, & A. Sen (Eds.), The Quality of Life (pp. 1–8). Oxford Scholarship. https://doi.org/10.1093/0198287976.003.0008
26
Kahneman, D. & Tversky, A. (2000). Choices, Values, and Frames. New York: Cambridge University Press.
27
Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of general psychology, 9(2), 111–131. https://doi.org/10.1037/1089-2680.9.2.111.
28
Lebedeva, A. A. (2012). Theoretical approaches and methodological problems of studying the quality of life in human science. Psychology. Higher School of Economics Journal, 9(2), 3-19.