Gender Differences in Happiness and Life Satisfaction Among Adolescents in Hong Kong: Relationships and Self-Concept

Chui, Wing Hong; Wong, Mathew Y. H.

doi:10.1007/s11205-015-0867-z

Cited by 132 publications

(103 citation statements)

References 47 publications

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“…In contrast to hypothesis II, neither sex nor age did affect the interplay of emotional intelligence and life satisfaction mediated by perceived stress. Given this complex association, our results indicate that boys and girls, younger and older ones, are equally threatened by perceived stress as a risk factor concerning subjective well‐being regardless the emotional skills and abilities they might have developed . In other words, the current findings prove that girls and boys are similar in the way that emotional intelligence in early adolescence influences their satisfaction with life in middle adolescence through perceived stress.…”

Section: Discussionsupporting

confidence: 50%

“…We can explain our unexpected results, in part, by the fact that girls and boys experience a similar life satisfaction in general, but there might be differences regarding sex‐specific domains of subjective well‐being. Girls are more satisfied than boys in relationship and emotional factors, and the opposite is true for health and physical related aspects of well‐being, culminating in no significant differences in overall life satisfaction …”

Section: Discussionmentioning

confidence: 98%

“…The review of relevant literature reveals that there is limited or inconsistent data on sex and age differences in health and well‐being outcomes during adolescents. While some studies reported lower life satisfaction for girls than for boys, most research indicated no differences in subjective well‐being across sex . With regard to age differences, life satisfaction decreases during adolescents reaching its nadir at the age of 16 .…”

mentioning

confidence: 97%

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Does Stress Mediate the Association Between Emotional Intelligence and Life Satisfaction During Adolescence?

Schoeps

Montoya‐Castilla

Raufelder

2019

Journal of School Health

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BACKGROUND: Based on Mayer and Salovey's model of emotional intelligence, this study examined whether perceived stress mediates the interplay of emotional intelligence and life satisfaction for girls and boys during early and middle adolescence. METHODS:Using multigroup structural equation modeling with questionnaire data from a sample of Spanish adolescent students (N = 800; M Age T1 = 14.02, M Age T2 = 15.00, SD = 1.21) in 2 waves (T1 = March 2015; T2 = December 2015). RESULTS:Results of multigroup structural equation modeling indicated no group differences between boys and girls in early adolescence (7th and 8th grade) and middle adolescence (9th and 10th grade), as stress function as mediator between emotional intelligence and life satisfaction for all groups. However, latent mean comparison indicated that girls not only perceive and understand emotions better than boys, but they also perceive higher amounts of stress at an older age. CONCLUSION:Results indicate the potential risk of perceived stress that might drop the protective effect of emotional intelligence on life satisfaction. These findings have implications for future research and educational practice considering combined prevention programs for adolescent's health and well-being.

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Section: Discussionsupporting

confidence: 50%

Section: Discussionmentioning

confidence: 98%

mentioning

confidence: 97%

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Does Stress Mediate the Association Between Emotional Intelligence and Life Satisfaction During Adolescence?

Schoeps

Montoya‐Castilla

Raufelder

2019

Journal of School Health

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“…Most studies of happiness determinants have established that females and males experience different levels of SWB, and these are generally higher among females (Dolan, Peasgood, and White, 2008;Downward and Dawson, 2016;Haller and Hadler, 2006). Taking into account these findings and according to authors such as Chui and Wong (2016), the possibility that the process of SWB formation is different between women and men should be considered. Indeed, even if there is not a direct association of gender with SWB indicators, gender might condition the effect of other variables such as social support, work environment, and healthy lifestyles.…”

Section: Gender Differences In Swbmentioning

confidence: 99%

Different Alternatives of Subjective Well‐Being: A Gender Analysis*

Lera‐López

Ollo‐López

Sánchez‐Santos

2018

Social Science Quarterly

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Objectives The objective of this article is to analyze the different roles played by key factors in individual subjective well‐being (SWB). Making a distinction between females and males, we consider the correlations of different characteristics of a healthy lifestyle, work environment, and social support with happiness in Spain. Methods Based on a sample of 10,821 Spanish people, we applied ordered probit models and consider the possibility of common method variance. Results The results show that some elements of healthy lifestyles, such as the intensity of physical activity (PA), level of self‐perceived health, and sleeping hours are positively associated with a higher level of happiness, with some differences between genders, particularly in terms of PA. We also detected significant differences between males and females in the potential associations between individual happiness and variables measuring the social support, job satisfaction, and time spent unemployed. Conclusions The conclusions emphasize the differences between genders in explaining individual happiness and the relevance of the healthy lifestyles, different circumstances of the labor market, and social support to account for happiness.

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“…También en el contexto español algunos estudios reportan diferencias según sexo, mostrando las niñas mayor bienestar que los niños, pero otros resultados fueron distintos según la escala de bienestar utilizada (Casas & Bello, 2012). Más recientemente, los resultados de un estudio en Hong Kong (Chui & Wong, 2016) muestran el efecto diferencial del género en el bienestar subjetivo de los adolescentes, encontrándose que los niños con mayores logros académicos son más felices, pero no necesariamente están más satisfechos con su vida, siendo lo contrario para las niñas.…”

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Satisfacción Global con la Vida y Satisfacción Escolar en Estudiantes Chilenos

Alfaro

Guzmán

Reyes

et al. 2016

Psykhe

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El objetivo del estudio fue analizar la relación entre diversos aspectos de la experiencia escolar con la satisfacción escolar y la satisfacción global con la vida en una muestra aleatoria estratificada de 1.433 estudiantes de 10 a 14 años de 3 ciudades de Chile (791 hombres y 642 mujeres). Se utilizó la Escala de Satisfacción Global con la Vida, el Índice General de Satisfacción por Ámbitos y la International Survey on Children's Well-Being. Diez predictores fueron analizados con regresión lineal múltiple, ajustándose modelos que explicaron la varianza de la satisfacción global con la vida y de la satisfacción escolar en un 6% y un 36%, respectivamente. Particularmente, la satisfacción con las notas y la satisfacción con los compañeros fueron los mejores predictores de los modelos evaluados. Mediante regresión logística binaria, el modelo ajustado explicó el 76% de la varianza de satisfacción escolar, clasificando correctamente un 87% de los casos. En general, estos resultados identifican algunos determinantes del contexto escolar que afectan la satisfacción de los escolares y que pueden ser usados en futuras investigaciones e intervenciones.Palabras clave: bienestar subjetivo, satisfacción escolar, satisfacción con la vida, infancia, adolescenciaThe aim of the study was to analyze the relationship between various aspects of the school experience with school satisfaction and overall life satisfaction. Data was collected from a stratified random sample of 1,433 students aged 10 to 14 years (791 men and 642 women) from 3 Chilean cities. The study used the Overall Life Satisfaction Scale (OLS), the General Index of Domains Satisfaction, and the International Survey on Children's Well-Being. Ten predictors were evaluated through multiple linear regression, adjusting models that explained 6% of the variance in OLS and 36% of the variance in school satisfaction. In particular, satisfaction with grades and satisfaction with peers were the best predictors of the models tested. Through binary logistic regression, the adjusted model explained 76% of the variance of school satisfaction, correctly classifying 87% of the cases. Overall, these results identify some determinants in school settings which can affect pupils' satisfaction and which may be used in future research and interventions.Keywords: subjective well-being, school satisfaction, life satisfaction, childhood, adolescence El bienestar subjetivo es un concepto que puede aportar a la comprensión de las dinámicas de la escuela. Los estudios en niñez pueden contribuir muchísimo a describir si las interacciones que suceden en la escuela son determinantes de bienestar o malestar. La literatura sobre bienestar subjetivo entrega distinciones relevantes para caracterizar las evaluaciones de satisfacción en la infancia. Noción de Satisfacción con la Vida y Relevancia de su Estudio en la NiñezSegún Cummins, Eckersley, Pallant, van Vugt y Misajon (2003), la esencia de la noción bienestar subjetivo se refiere a las evaluaciones que hace una persona sobre la satisfacción per...

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Gender Differences in Happiness and Life Satisfaction Among Adolescents in Hong Kong: Relationships and Self-Concept

Cited by 132 publications

References 47 publications

Does Stress Mediate the Association Between Emotional Intelligence and Life Satisfaction During Adolescence?

Does Stress Mediate the Association Between Emotional Intelligence and Life Satisfaction During Adolescence?

Different Alternatives of Subjective Well‐Being: A Gender Analysis*

Satisfacción Global con la Vida y Satisfacción Escolar en Estudiantes Chilenos

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