Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study

Disentangling the connections between subjective and psychological well-being may help practitioners identify effective targets of intervention to promote mental health in school settings. Based on theoretical foundations of well-being, the present study utilized psychometric network analysis to exp...

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Autores: Blasco Belled, Ana, González Carrasco, Mònica, Casas Aznar, Ferran
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/464553
Acceso en línea:https://doi.org/10.1016/j.jsp.2023.101255
https://hdl.handle.net/10459.1/464553
Access Level:acceso abierto
Palabra clave:Subjective well-being
Psychological well-being
Hedonic
Eudaimonic
Psychometric network analysis
Adolescents
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spelling Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal studyBlasco Belled, AnaGonzález Carrasco, MònicaCasas Aznar, FerranSubjective well-beingPsychological well-beingHedonicEudaimonicPsychometric network analysisAdolescentsDisentangling the connections between subjective and psychological well-being may help practitioners identify effective targets of intervention to promote mental health in school settings. Based on theoretical foundations of well-being, the present study utilized psychometric network analysis to explore prospective associations between the subjective and psychological well-being of adolescents over 2 years. To this end, a cross-sectional network was estimated at Time 1 (n = 560) and Time 2 (n = 281), followed by a longitudinal network incorporating individual changes across time points in each component (n = 235). The networks included different indicators of subjective (e.g., life satisfaction, positive affect, negative affect) and psychological well-being measured by means of self-reported questionnaires. The results revealed direct connections between indicators of subjective and psychological well-being over time. Positive affect, especially feeling happy and satisfied, exhibited most of these connections. Only one negative longitudinal association emerged, which involved negative affect (e.g., feeling worried) and psychological well-being. The suitability of the network approach to represent the structure of subjective and psychological well-being can be used to widen research on adolescents' well-being. Considering the longitudinal associations identified, the present study makes an exploratory hypothesis to propose specific connectors between subjective and psychological well-being as potential targets for interventions aimed at promoting adolescents' mental health.This article is based on data collected in the research project with reference number PSI2017- 88054 funded by the Spanish Ministry of Economy, Industry and Competitiveness. Thanks are due to all children that kindly accepted to answer the questionnaires and to Barney Griffiths for the English editing of this paper.Elsevier2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.1016/j.jsp.2023.101255https://hdl.handle.net/10459.1/464553reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PSI2017-88054-RReproducció del document publicat a https://doi.org/10.1016/j.jsp.2023.101255Journal of School Psychology, 2024, vol. 102, 101255cc-by-nc-nd (c) Ana Blasco-Belled, Mònica González-Carrasco, Ferran Casas, 2024Attribution-NonCommercial-NoDerivatives 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:recercat.cat:10459.1/4645532026-05-29T05:05:01Z
dc.title.none.fl_str_mv Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study
title Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study
spellingShingle Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study
Blasco Belled, Ana
Subjective well-being
Psychological well-being
Hedonic
Eudaimonic
Psychometric network analysis
Adolescents
title_short Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study
title_full Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study
title_fullStr Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study
title_full_unstemmed Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study
title_sort Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study
dc.creator.none.fl_str_mv Blasco Belled, Ana
González Carrasco, Mònica
Casas Aznar, Ferran
author Blasco Belled, Ana
author_facet Blasco Belled, Ana
González Carrasco, Mònica
Casas Aznar, Ferran
author_role author
author2 González Carrasco, Mònica
Casas Aznar, Ferran
author2_role author
author
dc.subject.none.fl_str_mv Subjective well-being
Psychological well-being
Hedonic
Eudaimonic
Psychometric network analysis
Adolescents
topic Subjective well-being
Psychological well-being
Hedonic
Eudaimonic
Psychometric network analysis
Adolescents
description Disentangling the connections between subjective and psychological well-being may help practitioners identify effective targets of intervention to promote mental health in school settings. Based on theoretical foundations of well-being, the present study utilized psychometric network analysis to explore prospective associations between the subjective and psychological well-being of adolescents over 2 years. To this end, a cross-sectional network was estimated at Time 1 (n = 560) and Time 2 (n = 281), followed by a longitudinal network incorporating individual changes across time points in each component (n = 235). The networks included different indicators of subjective (e.g., life satisfaction, positive affect, negative affect) and psychological well-being measured by means of self-reported questionnaires. The results revealed direct connections between indicators of subjective and psychological well-being over time. Positive affect, especially feeling happy and satisfied, exhibited most of these connections. Only one negative longitudinal association emerged, which involved negative affect (e.g., feeling worried) and psychological well-being. The suitability of the network approach to represent the structure of subjective and psychological well-being can be used to widen research on adolescents' well-being. Considering the longitudinal associations identified, the present study makes an exploratory hypothesis to propose specific connectors between subjective and psychological well-being as potential targets for interventions aimed at promoting adolescents' mental health.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1016/j.jsp.2023.101255
https://hdl.handle.net/10459.1/464553
url https://doi.org/10.1016/j.jsp.2023.101255
https://hdl.handle.net/10459.1/464553
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PSI2017-88054-R
Reproducció del document publicat a https://doi.org/10.1016/j.jsp.2023.101255
Journal of School Psychology, 2024, vol. 102, 101255
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Ana Blasco-Belled, Mònica González-Carrasco, Ferran Casas, 2024
Attribution-NonCommercial-NoDerivatives 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv cc-by-nc-nd (c) Ana Blasco-Belled, Mònica González-Carrasco, Ferran Casas, 2024
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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