Development of subjective well-being and its relationship with self-esteem in early adolescence

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2022-11-22 DOI:10.1111/bjdp.12436

Ioannis Katsantonis, Ros McLellan, Jose Marquez

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引用次数: 8

Abstract

Despite evidence indicating that self-esteem (SE) may be considered a precondition to subjective well-being (SWB), there are inconclusive findings regarding its developmental links with SWB. Considering the declines in SWB, the purpose of this study is to examine the developmental changes in SWB and its relationship with SE in early adolescence. The data of 11,231 adolescents aged 11 and 14 years old (50% females) from the Millennium Cohort Study were utilized. Latent mean comparison indicated that SWB declined substantially between 11 and 14 years old in the United Kingdom. Cross-lagged modelling showed that SWB was developmentally unstable and that SE predicted later changes in SWB, whereas SWB did not predict changes in SE. SWB declines in the United Kingdom are mostly linked to less satisfaction with secondary school contexts and peer relationships. In short, SE is an important factor that can contribute to adolescents' SWB. Implications for educational policy and practice are discussed.

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青少年早期主观幸福感的发展及其与自尊的关系

尽管有证据表明自尊(SE)可能被认为是主观幸福感(SWB)的先决条件，但其与主观幸福感的发展联系尚无定论。考虑到主观幸福感的下降，本研究的目的是探讨青少年早期主观幸福感的发展变化及其与焦虑的关系。使用了来自千禧年队列研究的11,231名11岁和14岁青少年(50%为女性)的数据。潜在平均比较表明，在英国，11岁至14岁的SWB显著下降。交叉滞后模型显示，主观幸福感是发育不稳定的，主观幸福感预测了随后主观幸福感的变化，而主观幸福感不能预测主观幸福感的变化。在英国，幸福感的下降主要与对中学环境和同伴关系的满意度降低有关。总之，主观幸福感是影响青少年主观幸福感的重要因素。讨论了对教育政策和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;