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The purpose of this study was to analyze the relationship between material conditions and affective components of subjective well-being in a representative sample, using data from the International Survey of Children's Well-being (ISCWeB), of 1994 Chilean children in the 5th and 7th grades, with a mean age of 10.50 years (SD = 0.66) and 12.51 years (SD = 0.69), respectively. Descriptive statistical analyses were carried out, in addition to a regression analysis, considering age and gender variables. The main results showed that the majority of children report having material resources in the material conditions associated with basic needs and feeling happier to a greater extent. Regression analysis showed that children's material conditions had a significant effect on positive and negative affect in both age groups. Children who reported greater access to material conditions had a higher mean positive affect. This effect was greater in the older group of children. In relation to gender, no significant differences were observed between girls and boys in the 10-year-old group, while in the 12-year-old group there were significant differences, both in positive and negative affect, with women reporting lower affective well-being. The results are discussed, which highlight the importance of considering the affective components of children's subjective well-being when analyzing the material conditions in which they live and the differential effects according to age and gender. [ABSTRACT FROM AUTHOR]

From the analysis of the Wave 5 National Income Dynamics Study - Coronavirus Rapid Mobile Survey 2021 dataset, the study conducted in South Africa, we developed a model of analysis based on three dimensions, namely, subjective well-being, material living conditions, and importance attributed to education during the COVID-19 pandemic. A cross-sectional analysis of the data for Gauteng area indicates that the dimension of subjective well-being of families in South Africa--even in relation to the factors such as conditions of deprivation (e.g., hunger)--does not necessarily influence the importance the respondents attach to their children's education, this as reflected in whether or not they send them to school when COVID-19 restrictions allowed for schools to come back to face-to-face teaching. Subjective well-being of parents and guardians is, however, a predictor of concern about their children's education and future. Our working hypothesis is that, although there is little evidence that subjective wellbeing has a significant association with the respondents' willingness for their children to continue their schooling, there is a significant indirect effect of subjective wellbeing--which is especially determined by the gender as well as of the living material conditions--and the greater or lesser importance that the respondents attribute to their children's education. Likewise, and in more general terms, subjective well-being is clearly related to gender, with women having the lowest levels of subjective well-being. [ABSTRACT FROM AUTHOR]

From the analysis of the Wave 5 National Income Dynamics Study – Coronavirus Rapid Mobile Survey 2021 dataset, the study conducted in South Africa, we developed a model of analysis based on three dimensions, namely, subjective well-being, material living conditions, and importance attributed to education during the COVID-19 pandemic. A cross-sectional analysis of the data for Gauteng area indicates that the dimension of subjective well-being of families in South Africa—even in relation to the factors such as conditions of deprivation (e.g., hunger)—does not necessarily influence the importance the respondents attach to their children’s education, this as reflected in whether or not they send them to school when COVID-19 restrictions allowed for schools to come back to face-to-face teaching. Subjective well-being of parents and guardians is, however, a predictor of concern about their children’s education and future. Our working hypothesis is that, although there is little evidence that subjective well-being has a significant association with the respondents’ willingness for their children to continue their schooling, there is a significant indirect effect of subjective well-being—which is especially determined by the gender as well as of the living material conditions—and the greater or lesser importance that the respondents attribute to their children’s education. Likewise, and in more general terms, subjective well-being is clearly related to gender, with women having the lowest levels of subjective well-being.

This article analyzes the relationships between the material conditions and the subjective well-being of 3,716 children (50.5% girls) between 10 and 12 years of age (M = 11.4) in Chile and Brazil. These are the two Latin American countries that took part in the third wave of the Children's Worlds research. The material conditions of the children were assessed using latent classes. A multivariate analysis of covariance was done next in order to test the influence of material conditions over the children's subjective well-being and interpersonal relationships. The association between gender and country variables of the children was also studied. The results showed that although the average subjective well-being scores of the children were high in general, the class analysis showed significant differences between the results for children with better material conditions than those with poorer material conditions. The latter group presented lower subjective well-being levels. MANCOVA was used to analyze the mean differences in subjective well-being levels and interpersonal relationships controlling variables of gender and country of residence. This showed that children with greater access to better material conditions showed significantly higher levels of subjective well-being levels and had a more positive view of their interpersonal relationships in all areas assessed compared to those who reported worse material conditions. These results are discussed in view of the high indices of material deprivation that exist in Latin America during childhood as well as how these findings may help better understand the well-being of children living in Latin American countries. [ABSTRACT FROM AUTHOR]