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The article analyzes the basic theory of subjective well-being. It is indicated that the desire for well-being is one of the main driving forces of human society, its subjective feeling is an important condition for a full-fledged life of a person, therefore, attention is drawn to the need for psychological research related to the analysis of methodological and systemic approaches aimed at studying subjective well-being. The main differences between the theories, as well as the relationship between the concepts of "well-being", "subjective well-being" and "psychological well-being" are shown, a theoretical analysis of existing modern approaches to the problem of studying subjective well-being and its components is carried out. Subjective well- being is considered as an integral psychological formation, including the assessment and attitude of a person to his life and himself.

The main approaches to elucidating the components of subjective well-being are characterized – hedonistic and eudemonistic. Based on the analysis of modern and research, a study of its sources and determinants is carried out, the component composition, terminology base is clarified, the influence of various factors, such as: social relations, genetic predisposition, material well-being, joy of needs, existence of goals and meaning of life, physical activity are investigated , individual characteristics, accepting oneself as a person, etc. Through a synthesis of various approaches to understanding subjective well-being, several key statements have been identified in the framework of the study: the positivity of measuring well-being as the presence of positive intensity indicators and experiences of different intensities; global dimension – the interconnection of all aspects of human life (social, biological, psychological, physical) time lag, dynamism; subjectivity as the dependence of the experience of well-being on assessment, attitude and personal experience. Attention is drawn to the fact that the term "subjective well-being" is interdisciplinary and has its meaning in psychology, sociology, economics and the political sciences. The prospect of further research is seen in continuing to study the structural features of models and components of well-being.

The article defines terms on mental health and emotional well-being of adolescents and adolescents, and outlines major trends in mental health and emotional well-being of young people over the past decades. The aim of the article is to highlight and establish the importance of emotional and

subjective well-being in adolescence and youth, to identify their further influence on the formation of the personality and its full life. Adolescence is seen as a critical period of development with long-term effects on the health and well-being of the individual. It is stated that the central factor in the health and well-being of adolescents is the interaction of young people with their environment, with people and attitudes in their daily lives. The most important determinants of adolescents' health are in their environment, as well as the choices and opportunities for improving the health or adverse behaviors of today's society. Factors that influence on the subjective and emotional well-being (sleep deprivation, increased stress, social relationships, the impact of violence) have been taken into account. The components and characteristics that support emotional and subjective well-being are identified, such as: self-esteem, motivation, stability, self-efficacy, hope and optimism, while high levels of anxiety, depression and stress can interfere with emotional health and well-being. In determining the factors that affect the emotional and subjective well-being of adolescents and youths, it is important to take into account the multidimensional nature of well-being and what sources and factors form it. The main sources affecting the sense of self and overall well-being of a person in adolescence and youth are family, community, peers, school environment and teachers.

The modern world and the environment of human development are constantly changing, which has a significant impact on the well-being of the individual and its further development. Such changes are important elements for the continued successful interaction of adolescents and young people and their integration in society.

The article looks into today's Russian public education policy presently determined by the change of educational paradigms. Specific examples illustrate the role, position and significance of the linguistic education. Precise consideration is given to innovative methods and modernization of the linguistic education stipulated by the Russian Federation signing the Bologna Declaration on the European Space for Higher Education in 2003.