LONELINESS AS A RISK FACTOR FOR DECREASED PSYCHOLOGICAL WELL-BEING OF STUDENT YOUTH IN CRISIS CONDITIONS

Abstract

The article is devoted to the theoretical analysis of loneliness as a significant risk factor contributing to the decrease in psychological well-being among student youth under crisis conditions, particularly during martial law and social instability in Ukraine. The relevance of the study is determined by the growing psychological challenges faced by students in the context of prolonged stress, uncertainty, emotional exhaustion, and disruption of social interaction. Student youth is considered a vulnerable social group because this developmental period is characterized by identity formation, emotional sensitivity, adaptation to new social environments, and the establishment of interpersonal relationships. Crisis conditions intensify these processes and increase the risk of loneliness, psychological maladjustment, emotional distress, and feelings of alienation.

The article examines the concepts of “psychological well-being” and “loneliness” and outlines the main theoretical approaches to their interpretation in contemporary psychological research. Psychological well-being is understood as a multidimensional phenomenon that includes emotional stability, self-esteem, life satisfaction, and effective coping with stressful situations. Loneliness is defined as a subjective emotional state caused by a discrepancy between desired and actual social relationships, and may occur both in conditions of objective isolation and in the presence of insufficient emotional support in communication.

Martial law, social isolation, distance learning, informational pressure, and reduced opportunities for interpersonal interaction contribute to increased anxiety, insecurity, emotional tension, and feelings of alienation.

The article also analyzes internal and external factors influencing the development of loneliness among student youth. Internal factors include self-esteem, emotional self-regulation, and communicative competence, whereas external factors involve social support, interpersonal relationships, and the educational environment. The results emphasize the importance of psychological assistance aimed at preserving the mental health and psychological well-being of student youth in crisis conditions.