Study of the Psychological Well-Being of Adolescents

This study examines the psychological well-being of Kurdish adolescents living in Iraqi Kurdistan in detail. The authors rely on Carol Ryff's multidimensional model of psychological well-being, which includes six key dimensions: autonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance. The overall psychological well-being and its integral indicators are assessed. The study also analyzes the relationship between psychological well-being and three key demographic factors: gender, place of residence (urban or rural), and educational level (middle or high school). In this research, we adopted a eudaimonic approach to psychological well-being. This understanding of psychological well-being focuses on positive functioning of the individual and a person's ability for self-development. The novelty of the study lies in the fact that the authors focused on a multidimensional analysis of psychological well-being among Kurdish adolescents, while most research in the Kurdistan region has been exclusively devoted to negative aspects of mental health, such as depression, anxiety, stress, and trauma, without addressing aspects of positive functioning. This research provides insight into the psychological well-being of Kurdish adolescents and revealed significant differences between male and female adolescents. It emphasizes that male adolescents may be a particularly vulnerable age group in need of support in developing key psychological resources. Key findings: the overall level of psychological well-being among Kurdish adolescents shows moderately high values (M = 153.26); significant and persistent gender differences were identified, with girls demonstrating a higher level of well-being than boys (p = 0.007); no significant differences were found based on place of residence or grade. The research identified deviations in the autonomy, personal growth, and purpose in life scales among male adolescents, which opens clear directions for targeted psychological work in the school environment.