Relevance. The problem of self-esteem contingenciesis currently less studied empirically than the level and the stability of self-esteem. But at the same time self-esteem contingencies is verypromising topic that allows to better understanding the problems of the psychological well-being and personal maturity of the adolescent.

Objective. The study is devoted to the connection of such types of self-esteem contingencies of adolescent as self-esteem based on competence, self-esteem based on teacher approval, self-esteem based on parental approval and compensatory self-esteem with various aspects of adolescent well-being and satisfaction of basic psychological needs by parents.

Methods. 223 adolescents were recruited for the study. Techniques were filled during school lesson. It was used Rosenberg’s self-esteem scale, the multidimensional scale of schoolchildren’s life satisfaction, the scale of basic psychological needs satisfaction in family and an author’s scale for diagnosing self-esteem contingencies.

Results. It was shown that the types of self-esteem contingenciesmake a different contribution to psychological well-being. Self-esteem based on competence contributes to self-satisfaction, self-esteem based on the approval of parents - family satisfaction, and self-esteem based on the approval of teachers - satisfaction by school. Compensatory self-esteem although leads to self-satisfaction, hinders satisfaction with family and school. At the same time, adolescents whose parents satisfy their basic psychological needs are more satisfied and have more authentic types of self-esteemcontingencies.

Conclusions. The self-esteem based on competence and self-esteem based on obtaining approval and support from significant people are more authentic, healthy and contributing to psychological well-being than compensatory one. The findings provide grounds for adolescent’s training aimed at developing psychological competencies that promote self-esteem such skills of constructive thinking, formulation and advocacy of their position, self-evaluation and coping with distress. As well as for counseling with parents and teachers to build relationships based on the provision of autonomy, support and respect for adolescents.

In different studies the concept of "subjective well-being" varies with related concepts and constructs ("life satisfaction", "happiness", "psychological well-being"). Hedonic traditions of interpretation of subjective well-being involve affective experiences as a central component, and eudmonistic variants emphasize the importance of self-realization processes of the individuals. Subjective well-being when considering it as satisfaction with life is determined by the objective conditions of human existence, but sometimes indirectly. The article describes the main results of an empirical study of eudemonic and hedonistic factors, conducted on 120 young people (students, 18-26, 60 male and 60 female). The hedonistic aspect of subjective well-being is connected both with the conditions of the environment and with personal characteristics, including eudemonistic. These objective and subjective characteristics can be called factors that determine the level of subjective well-being, but since it performs regulatory functions and directs the transforming activity of the subject, it is more correct to talk about the interdependence of these parameters. Self-relationship is connected with a sense of subjective well-being - positive self-perception, self-interest and self-acceptance increase subjective well-being, but in combination with unfavorable external conditions (in particular, low life fullness), on the contrary, reduce the experience of happiness and satisfaction. At the same time, the most important thing in experiencing happiness and satisfaction with life in adolescence is the eudemonic characteristics of a person - self-belief, maturity and the value of positive relationships with others. Realization of the potential acts as the central factor of hedonistic aspects of subjective well-being.

We propose an approach to the analysis of the psychological mechanism of downshifting on the basis of the model of subjective quality of life. The use of the concept subjective quality of life allows us to approach the development of a model of the psychological mechanism of downshifting and conduct on her holistic analysis of this phenomenon. The model of subjective quality of life criteria are emotional and rational life satisfaction. A necessary condition for the downshifting is a low level of emotional life satisfaction, while the level of rational life satisfaction may be at a high enough level. An important element of objective analysis of downshifting is to modify the subjective component of quality of life as human potential, which determines the rating of the downshifting of the subject his social environment.

The paper is devoted to approaches to the quality of life in different human sciences (psychology, medicine, economics, sociology) and demands to the methods of the diagnostics. Major types of diagnostic instruments (population-based indicators and indexes, standardized questionnaires, individualized techniques) are reviewed; their strengths and limitations are discussed.