Developmental Pathways to Adult Happiness: Social Competence and Timely High School Graduation

Klein, Robert J.; Englund, Michelle M.

doi:10.1007/s10902-021-00354-9

Cited by 9 publications

(7 citation statements)

References 52 publications

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“…The results obtained are also in line with studies pointing to the reciprocity between well-being and social competence (Armstrong-Carter et al, 2020;Backman, 2016;Chen et al, 2020;Holopainen et al, 2012;Ramsey & Gentzler, 2015), but going a step further: by using theoretical approaches congruent with the construct measured, and analysing specific dimensions of both PWB and SC, it is possible to present a more accurate picture of the mutuality between two phenomena that, being so closely related to adolescents' quality of life (Klein & Englund, 2021;Ruini et al, 2011), have not received due attention.…”

Section: Psychological Well-being and Social Competence: A Two-way Pattern Of Influencesupporting

confidence: 83%

“…The results of the former reveal the predictive role of certain elements of both constructs separately, with most studies focusing on the effects of SC on well-being. Successful interaction with peers has been proposed as a major predictor of mental health during adolescence (Rose-Krasnor & Denham, 2009), and it has even been suggested that it constitutes one of the main components of healthy functioning and development (Romppanen et al, 2021), and quality of life (Klein & Englund, 2021). As regards the specific dimensions, prosocial behaviour seems to be a key element for adolescent well-being (Li et al, 2021;Son & Padilla-Walker, 2020), as well as being a driving force of psychological functioning (Demirci, 2020;Hui et al, 2020).…”

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confidence: 99%

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Psychological Well-Being and Social Competence During Adolescence: Longitudinal Association Between the Two Phenomena

et al. 2022

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Despite previous research on adolescence points to an association between social competence and well-being, limited knowledge is available. Most studies have documented a one-way pattern of influence, although reciprocity has also been suggested. However, they mainly use a cross-sectional design, do not focus on psychological well-being, and do not use integrative and multidimensional constructs. From a eudaimonic approach to well-being and situation-specific to social competence, this study aimed to: (1) explore the factorial structure of the dimensions assessed; (2) analyse the longitudinal relationship between psychological well being and social competence during adolescence; and (3) examine psychological well-being and social competence levels and their stability over time. The sample consisted of 662 adolescents aged between 14 and 16 years old (Time 1 Mage = 14.63; SD = 0.64; 51% girls). Structural equation analysis confirmed the existence of second-order factors, showing evidence of a positive and bidirectional relationship between psychological well-being and social competence. Results also revealed medium–high levels in both constructs, which remained stable over time. These findings highlight the importance of promoting both psychological well-being and social competence to achieve successful, healthy development.

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Section: Psychological Well-being and Social Competence: A Two-way Pattern Of Influencesupporting

confidence: 83%

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confidence: 99%

Psychological Well-Being and Social Competence During Adolescence: Longitudinal Association Between the Two Phenomena

et al. 2022

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“…Moreover, education should enhance subjective well-being through the channel of higher job creation and a positive impact on health ( Nikolaev, 2018 ). However, various studies report an inconclusive association between education and subjective well-being ( Klein and Englund, 2021 ). In view of Clark and Oswald (1996) , two factors can explain the negative association between education and happiness.…”

Section: Literature Reviewmentioning

confidence: 99%

Short- and Long-Run Influence of Education on Subjective Well-Being: The Role of Information and Communication Technology in China

Wang

Sohail

2022

Front. Psychol.

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Subjective well-being is defined as how happy and satisfied a person is in his life. To date, among the significant determinants of subjective well-being, national income is considered an important one. However, not much focus has been paid to other determinants of subjective well-being, such as education and information and communication technologies (ICTs). Therefore, this study aims to investigate the short- and long-run impact of education and ICTs on subjective well-being in China over the period 1996–2020. To empirically investigate the nexus, we have employed bounds testing approach to cointegration and error correction modeling. The long-run estimates attached to education are positive and significant, implying that a rise in average years of schooling help increases the level of happiness. However, the long-run estimate attached to the internet is significant and positive in the happiness model. As far as the interaction term between education and the internet is concerned, the estimate is positive and significant. In short-run, the estimates of education, ICTs, and an interaction term between them are also significantly positive.

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“…Life stress may represent a key indirect pathway that could influence future well-being via its association with lower life stress, as measured by higher life satisfaction. Those who reported fewer life stressors on a regular basis reported higher levels of life satisfaction (Klein et al, 2021). The findings of the study indicate that psychological stress reduction is essential for enhancing life satisfaction (Kim, 2022).…”

Section: Correlation Between Stress Management and Life Satisfactionmentioning

confidence: 72%

Relationships between Financial Management Behaviour, Stress Management, and Life Satisfaction among Married Working Women in Selangor

Ting,

Arshat

2023

IJARBSS

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This study aims to determine the relationship between financial management behaviour, stress management and life satisfaction among married working women in Selangor. A total of 180 respondents were obtained using a multi-stage cluster random sampling technique. Financial Management Behaviour Scale (Xiao & Dew, 2011) was used to measure financial management behaviour, whereas Stressometer® (Vohra et. al., 2019) and the Satisfaction with Life Scale (Diener, Emmons, Larsen & Griffin, 1985) were used to measure stress management and life satisfaction respectively. In this study, financial management behaviour was found to be correlated with life satisfaction while stress management has a negative relationship with life satisfaction. Multiple regression analysis was used to analyse the relative strength of the independent variables in predicting married working women's life satisfaction. Financial management behaviour and stress were found to be significant predictors of life satisfaction among married working women. This study concluded that financial management behaviour and stress management were important in influencing the level of married working women's life satisfaction. Understanding the impact of financial management behaviour and stress management towards life satisfaction among married working women helped to increase the possibility of working women becoming more satisfied in their life.

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Developmental Pathways to Adult Happiness: Social Competence and Timely High School Graduation

Cited by 9 publications

References 52 publications

Psychological Well-Being and Social Competence During Adolescence: Longitudinal Association Between the Two Phenomena

Psychological Well-Being and Social Competence During Adolescence: Longitudinal Association Between the Two Phenomena

Short- and Long-Run Influence of Education on Subjective Well-Being: The Role of Information and Communication Technology in China

Relationships between Financial Management Behaviour, Stress Management, and Life Satisfaction among Married Working Women in Selangor

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