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Development of Subjective Well-Being in Adolescence

Author

Listed:
  • Ricarda Steinmayr

    (Department Educational Sciences, Psychology, and Sociology, TU Dortmund, Emil-Figge-Str. 50, Dortmund 44227, Germany)

  • Linda Wirthwein

    (Department Educational Sciences, Psychology, and Sociology, TU Dortmund, Emil-Figge-Str. 50, Dortmund 44227, Germany)

  • Laura Modler

    (Department Educational Sciences, Psychology, and Sociology, TU Dortmund, Emil-Figge-Str. 50, Dortmund 44227, Germany)

  • Margaret M. Barry

    (Health Promotion Research Centre, National University of Ireland Galway, University Road, Galway H91 TK33, Ireland)

Abstract

Despite the importance of subjective well-being (SWB) for students’ mental and physical health, there is a lack of longitudinal studies investigating the development of SWB in adolescents and what factors are associated with it over time. The present study seeks to shed further light on this question by investigating adolescents longitudinally. A sample of German academic tracks students ( N = 476) from five schools were followed longitudinally over a time period of 30 months with four measurement points from Grade 11 to Grade 13. Alongside the longitudinal assessment of SWB (mood and life satisfaction), a range of other factors were also assessed at t1 including; demographic factors (sex, age, socio-economic status (HISEI)), intelligence, grades (report cards provided by the schools), personality (neuroticism, extraversion) and perceived parental expectations and support. Latent growth curve models were conducted to investigate the development of SWB and its correlates. On average, mood and life satisfaction improved at the end of mandatory schooling. However, students significantly differed in this pattern of change. Students’ life satisfaction developed more positively if students had good grades at t1. Furthermore, even though introverted students started with lower life satisfaction at t1, extraverts’ life showed greater increases over time. Changes in mood were associated with socio-economic background; the higher the HISEI the more positive the change. As social comparisons in school performance are almost inevitable, schools should intervene to buffer the influence of school grades on students’ SWB.

Suggested Citation

  • Ricarda Steinmayr & Linda Wirthwein & Laura Modler & Margaret M. Barry, 2019. "Development of Subjective Well-Being in Adolescence," IJERPH, MDPI, vol. 16(19), pages 1-23, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:19:p:3690-:d:272459
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    2. Amapola Povedano-Diaz & Maria Muñiz-Rivas & Maria Vera-Perea, 2019. "Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender," IJERPH, MDPI, vol. 17(1), pages 1-12, December.
    3. Natalia Kajka & Hanna Karakuła-Juchnowicz & Agnieszka Kulik & Paweł Szewczyk & Konrad Hryniewicz, 2023. "Stuck in a Rut of Thought—That Is Just a Barrier: Dysfunctional Metacognitive Beliefs, Limitation on Individual Freedom and Well-Being of Adolescents during COVID-19 Lockdown," IJERPH, MDPI, vol. 20(6), pages 1-15, March.
    4. Mònica González-Carrasco & Marc Sáez & Ferran Casas, 2020. "Subjective Well-Being in Early Adolescence: Observations from a Five-Year Longitudinal Study," IJERPH, MDPI, vol. 17(21), pages 1-20, November.
    5. Emilly Cavalheiro Esidio & Marco Túlio Aniceto França & Gustavo Saraiva Frio, 2023. "Differences between genders in the subjective well-being of students participating in PISA 2018," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1781-1809, August.

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