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Relevance. The digital environment has become the primary, not just an additional, reality. The virtual self has become a significant part of self-concept. Adolescence is a sensitive period for identity formation. Society holds an anxious view of the internet that ignores the potential of the digital environment. Data on how the virtual world affects adolescent well-being are needed. Aim. To identify the relationship between parameters of the virtual self and the psychological well-being (PWB) of adolescents. Methods and sample. Measures: K. Ryff's Psychological Well-Being Scale, the Internet User's Personality Virtualization Index Questionnaire (E.O. Rasina, 2023), and the Virtual Identity Status Assessment Questionnaire (M.V. Klementieva, 2024). Statistical methods: correlation, regression, and cluster analysis. Sample: 32 adolescents aged 15–16, students of a secondary school. Results. The overall virtualization index was not related to overall PWB (ρ = -0.028). However, immersion in the virtual environment correlated negatively with PWB components (positive relationships, autonomy, self-acceptance). The meaningfulness of virtual identity correlated positively with overall PWB (ρ = 0.432) and its components (personal growth, purpose in life). The regression model explained 45.5% of the PWB variance: immersion was a negative predictor, while engagement was a positive predictor. Cluster analysis identified three profiles: 1) «well-being with low virtualization» (37.5%); 2) «paradoxical» – high virtualization and high PWB (21.9%); 3) «vulnerable» – moderate virtualization, low PWB (40.6%). Conclusion. Low well-being is associated not with virtualization itself, but with its combination with low meaningfulness and an unformed identity. High virtualization can be adaptive if accompanied by meaningfulness. Support strategies aimed at developing a meaningful virtual identity in adolescents are needed.

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