Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development

Leontopoulou, Sophie

doi:10.12681/psy_hps.25337

Cited by 15 publications

(10 citation statements)

References 38 publications

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“…Aiming at exploring the reliability and the validity of the PERMA instrument for Chinese undergraduates in EFL learning, the result of present research in EFA shows that there are five constructs available in the PERMA model, that is, positive emotions, engagement, relationship, meaning, and accomplishment. This structure coincides with the original PERMA framework, which is also in line with the previous research in other contexts (Arvig, 2006;Baltzell, Akhtar, McCarthy, Hurley, & Martin, 2014;Bartholomaeus, Iasiello, Jarden, Burke, & van Agteren, 2020;Coffey, Wray-Lake, Mashek, & Branand, 2016;Diener et al, 2010;Dimitropoulou & Leontopoulou, 2017;Kern, Waters, Adler, & White, 2014;Kern et al, 2015;Leontopoulou, 2020;Pezirkianidis, Stalikas, Lakioti, & Yotsidi, 2019;Umucu et al, 2020). Furthermore, in the present study, the factor structure for the Chinese EFL university students was identified by both EFA and CFA analysis.…”

Section: Discussionsupporting

confidence: 91%

Exploratory and Confirmatory Factor Analysis of PERMA for Chinese University EFL Students in Higher Education

Yang

Mohd

2021

ijole

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The purpose of this research is mainly to explore the validity and reliability of PERMA instruments to determine the nature of PERMA for Chinese university EFL students. A total of 309 Chinese university EFL students from 10 universities in Gansu province were investigated. Selected by cluster random sampling, the extracted data from the survey design underwent exploratory factor analysis(EFA) and confirmatory factor analysis(CFA) with the use of SPSS version 24 and AMOS version 23 to verify the factor structure of the PERMA. The results of EFA indicate similar structures from prior research and the present study. The CFA results testify that the PERMA instrument is satisfactory for Chinese university EFL students. Therefore, this research indicates that the PERMA of Chinese university EFL students also has a five-factor structure, which implies the perceived PERMA in the Chinese EFL context to be adequately invariant and it as an effective measurement tool supporting the research of Chinese university students’ well-being. The findings highlight the significance of validating and confirming the PERMA structure and provide new insights into its application across different cultural contexts.

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Section: Discussionsupporting

confidence: 91%

Exploratory and Confirmatory Factor Analysis of PERMA for Chinese University EFL Students in Higher Education

Yang

Mohd

2021

ijole

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“…The PERMA framework is suitable for capturing a more holistic picture of the components that contribute to people's well-being. Moreover, the PERMA framework can reliably assess the multiple components of well-being in daily life for the population of early adult college students cross-sectionally (Leontopoulou, 2020;Merritt et al, in press) and across time (Heshmati et al, 2020a). For example, Heshmati and colleagues (2020a; adapted the PERMA-Profiler measure to momentary assessments (i.e., mPERMA scale) and found evidence supporting the structural foundation of all five PERMA elements of well-being in the network of emerging adults based on repeated momentary measurements in daily life.…”

Section: Emerging Adulthood and First-year Us College Students' Well-...mentioning

confidence: 99%

Prioritizing Lifestyle Factors for Effective Emotion Regulation: A Daily Study on First-Year College Students’ Well-Being During COVID-19

Rombaoa¹,

Heshmati²,

Rodriguez³

et al. 2023

Preprint

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The COVID-19 pandemic disrupted emerging adult first-year college students’ daily lives and well-being. Dialectical Behavior Therapy (DBT) recognizes that effective and adaptive emotion regulation skills can be important for this vulnerable population’s well-being, who are going through a transitioning phase of development in challenging times. An ecological momentary assessment study collected 1,796 data points from 76 first-year college students' daily usage of emotion regulation skills and momentary experiences of well-being (PERMA; Positive emotions, Engagement, Relationship, Meaning, Accomplishment) during COVID-19 in Spring 2020. Participants were 18 to 20 years of age, 71% female, 24% male, 4% non-binary, 1% preferred not to answer, 46% White, 36% Asian or Pacific Islander, 14% Hispanic or Latinx, 13% Black or African American, 13% mixed race, 1% Native American or Eskimo Aleut, and 4% did not specify their race/ethnicity. Results from multilevel models on intensive longitudinal data revealed that specific emotion regulation skills (accumulating positives, building mastery, coping ahead) consistently predict mPERMA even when controlling for dispositional well-being. Moreover, on days of sufficient sleep hours reported, students reported higher well-being levels; on days with more interaction with other people, students were more likely to engage in emotion regulation skill behaviors; and on weekends, students were less likely to engage in emotion regulation behaviors (but not avoid substances like alcohol). Findings add to the literature on momentary well-being and emotion regulation for the population of early adult first-year college students and the COVID-19 context.

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“…Previous research has indicated that all five elements of the PERMA model can protect against negative emotions and physical illness ( Kern et al, 2015 ), and also enhance resilience and life satisfaction in youths ( Falecki et al, 2018 ). It can be considered that the PERMA model is the best approximation of what humans pursue for their own sake, which is why it has a place in wellbeing theories ( Leontopoulou, 2020 ). Kern et al (2015) pointed out that the PERMA model could suitably assess dimensions that are valued by youth while also aligning to existing school structures and strategies.…”

Section: Theoretical Model and Practice Of Positive Educationmentioning

confidence: 99%

“…However, the PERMA model still needs more measuring objective indices, longitudinally as well as synchronously, and testing the influence of interventions in the future ( Seligman, 2018 ). In short, PERMA was hailed as a framework, particularly suited to examine multiple dimensions and patterns of wellbeing in positive education ( Leontopoulou, 2020 ).…”

Section: Theoretical Model and Practice Of Positive Educationmentioning

confidence: 99%

The development of positive education combined with online learning: Based on theories and practices

Lou

2022

Front. Psychol.

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In recent years, increasing attention has been paid to the all-around development and mental health of students in education. Positive education, a rapidly developing ramification of positive psychology, has proved beneficial to students’ learning and wellbeing. Meanwhile, online learning has quickly gained popularity due to the impact of COVID-19. However, there have been few reports discussing the relationship between positive education and online learning by combining theories and practices. To explore the connection between positive education and online learning, we provide a literature review for studies, mostly between 2010 and 2022, of theories and practices for both positive education and online learning. Next, we establish one-to-one links between the relevant theories and practices of online learning to each domain in the PERMA model of positive education, a theoretical framework including Positive emotion(P), Engagement(E), Relationship(R), Meaning(M), and Accomplishment(A). We aim to explore how to promote the development of positive education by applying the theoretical and practical advantages of online learning to the PERMA framework of positive education. This study aims to enrich the research perspectives of positive education and provide a reference for future research.

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Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development

Cited by 15 publications

References 38 publications

Exploratory and Confirmatory Factor Analysis of PERMA for Chinese University EFL Students in Higher Education

Exploratory and Confirmatory Factor Analysis of PERMA for Chinese University EFL Students in Higher Education

Prioritizing Lifestyle Factors for Effective Emotion Regulation: A Daily Study on First-Year College Students’ Well-Being During COVID-19

The development of positive education combined with online learning: Based on theories and practices

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