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Objective: The present study was conducted to test the validity and reliability of the Academic Life Satisfaction Scale (ALSS) on adolescents. Design: Two different samples were recruited for data collection. The first sample consisted of a total of 423 high school students, 272 (64.3%) females and 151 (35.7%) males, with a mean age of 15.97 (SD = 1.16). The second sample also comprised 360 high school students, 225 (62.5%) females, and 135 (37.5%) males, with a mean age of 16.44 (SD = 0.76). The Personal Information Form, the Academic Procrastination Scale, and the ALSS -- Adolescent Version (ALSS-AV) were utilised as data collection tools. Results: Confirmatory Factor Analysis (CFA) confirmed that the adolescent version has good structural validity. The factor analyses revealed that the scale had a two-factor structure and an acceptable fit to the data. The multiple-group CFA results regarding gender revealed that the structure of the scale had measurement invariance on both female and male students. Analyses also revealed that the scale had good convergent, discriminant, and criterion validity. Furthermore, the internal consistency and split-half reliability of the scale were found to be adequate. Conclusion: The ALSS-AV has good evidence of validity and reliability in a sample of adolescents. It can be used to assess academic life satisfaction among this group.

Objective: To increase our knowledge related to student wellness programs, the current studies examined interest in wellness and wellness programs among university students and piloted a newly developed wellness program targeting students in higher education. Participants/Methods: In Study 1, 93 undergraduate students answered questions related to their wellness and mental health (e.g. psychological wellbeing, satisfaction with life, optimism, and stress) and to wellness programs (e.g. interest, barriers, duration, and topics). In Study 2, 13 undergraduate and graduate students participated in a 9-week pilot wellness program focused on specific wellness topics (e.g. relaxation, yoga, gratitude and self-compassion, and emotion regulation). Results/Conclusions: Study 1 results support a strong interest in wellness and wellness programs among undergraduate students. Study 2 results suggest that students who participated in an on-campus wellness program reported higher levels of overall psychological wellbeing and optimism and lower levels of mental health issues relative to baseline.

Objective: To assess the COVID-19 pandemic's effects on college students' stress, life satisfaction, and college experiences and investigate sources of resilience. Participants: 1,042 students from 11 U.S. colleges and universities. Methods: Longitudinal study with surveys in winter 2018-2019 and fall 2021. Interviews with 54 survey respondents, spring 2021. Surveys measured purpose, social agency, goal-directedness, belonging, positive relationships, stress, life satisfaction, and pandemic impact. Interviews explored students' experiences during the pandemic. Results: Stress increased, and life satisfaction decreased from T1 to T2, but only for those with the highest reported pandemic impact, not in the sample overall. Goal-directedness, social agency, positive relationships, and sense of belonging were associated with lower stress and higher life satisfaction at both time points. Interviewees described both challenges and "silver linings" resulting from the pandemic. only Conclusions: Single time-point studies of students' pandemic experiences may overstate the pandemic's negative mental health consequences and underestimate students' resilience.

Objective: We examined the role of personal identity vis-à-vis COVID-related outcomes among college students from seven U.S. campuses during spring/summer 2021. Participants: The present sample consisted of 1,688 students (74.5% female, age range 18-29). The sample was ethnically diverse, and 57.3% were first-generation students. Procedures: Students completed an online survey assessing personal identity synthesis and confusion, COVID-related worries, general internalizing symptoms, positive adaptation, and general well-being. Results: Personal identity synthesis was negatively related to COVID-related worries and general internalizing symptoms, and positively related to positive adaptation, both directly and indirectly through life satisfaction and psychological well-being. Personal identity confusion evidenced an opposing set of direct and indirect associations with outcome variables. Conclusions: Personal identity may potentially be protective against pandemic-related distress among college students, in part through its association with well-being. Reducing identity confusion and promoting identity synthesis are essential among college students during this and future pandemics.

This study aims to identify the associations between teacher mental health and student mental health. Cross-sectional data were collected from 127,877 students aged 9-20 years and 2,759 teachers across 31 provinces in China. The mental health of students and teachers were assessed by well-being (life satisfaction and positive mental health), and psychological distress (depression and anxiety). Controlling for demographic variables, multilevel regression analyses suggest that higher teacher positive mental health was linked to higher student positive mental health and lower student depression; higher teacher depression were correlated with higher student depression; and teacher life satisfaction and anxiety were not correlated with any indicators of student mental health. The study highlights the significant association between teacher mental health and student mental health.

Academic attainment is a core education policy priority. Wellbeing is recognized as critical for adolescent development, and is linked to academic attainment. Yet research with adolescents primarily focuses on life satisfaction or overall wellbeing, despite differentiating conceptually between two wellbeing components "feeling" good (life satisfaction) and "functioning" well (eudaimonia). This study examined whether operationalizing wellbeing as overall, life satisfaction, or eudaimonia, derived different associations with academic attainment. Potentially cooccurring motivational states were also accounted for. Participants were 607 adolescents (354 male, M[subscript age] = 15.03; 253 female, M[subscript age] = 15.10) from seven English schools (UK). Adolescents' wellbeing questionnaire responses were matched to prior and current academic attainment in English and Mathematics. Structural equation models demonstrated adolescents reporting higher eudaimonia and overall wellbeing had significantly higher academic attainment in school-based examinations (General Certificate in Secondary Education, England). Life satisfaction was not significantly related to academic attainment. Findings suggest eudaimonia has developmental significance during adolescence, requiring greater attention.

Purpose: This study aims to understand the role of seeking social support in the relationship between perceived helplessness, self-efficacy and satisfaction among graduate students during the pandemic, drawing upon the transactional model of stress and coping. Graduate students are composed of nontraditional students who are considered significantly different from traditional students. Nonetheless, research has yet to explore how seeking social support contributed to graduate students' mental health during the COVID-19 pandemic, especially to the relationship between feelings of helplessness and positive mental health. More specifically, this study examined how seeking social support from others mediates the relationship between perceived helplessness and self-efficacy, academic satisfaction and general life satisfaction among graduate students. Design/methodology/approach: Using quantitative data collected from 545 graduate students at a large, research-intensive university in the USA, structural equation modeling was used to test our conceptual model. Findings: The results of this study indicate that perceived helplessness has a direct and adverse relationship with self-efficacy. Social support mediates the negative relationship between the two variables, buffering the negative psychological experience students feel and leading to higher levels of self-efficacy and two domains of satisfaction. Self-efficacy is positively associated with academic and general life satisfaction among graduate students. Academic satisfaction positively predicts general life satisfaction, as well. A conceptual model was developed, yielding acceptable goodness-of-fit statistics. Originality/value: This study adds to the postsecondary education literature and contributes to the larger discourse identifying the positive role of social support in supporting graduate students to cope with psychological challenges that may be exacerbated under stressful conditions.

This study aims to examine children's well-being and life satisfaction in terms of various variables related to parents' and children's problematic technology usage. Specifically, parent/child responses during their technology use and parents' phubbing and technoference behaviors were considered. The study was conducted with 185 children (8-14) and their parents (mother = 96, father = 89). The data were analyzed by performing correlation analysis, multiple regression analysis, t test, and one-way ANOVA. According to the results, there were negative correlations between children's life satisfaction and age, children's technological device (smartphone, computer) usage time, and children/parents responding negatively to each other when engaged in technological devices. Children's well-being was negatively correlated to their age and children/parents responding negatively to each other when engaged in technological devices. A positive correlation was found between children's life satisfaction and well-being as well as parents' phubbing and technoference. According to another result, the well-being of children having their own computer was significantly higher than those who do not have a computer. Finally, children/parents responding negatively to each other when engaged in technological devices negatively predicted the children's life satisfaction and well-being.

Graduating from college is widely associated with social and personal advancement, yet many young graduates are not experiencing these benefits. Drawing on 127 interviews with college graduates in the United States and Spain who face employment precarity or economic instability, this study asks: How do these graduates understand their social positions and worth? How does the institution of higher education shape these understandings? The data demonstrate that respondents in both countries largely describe themselves as stalled or stuck. I argue that these are perceptions of "expectational liminality" stemming from the disjuncture between respondents' expectations and their experiences as college graduates. In addition, I show how three narratives describing the professional/financial success, life course progression, and internal transformation expected of graduates shape respondents' sense of expectational liminality. I discuss the effects of higher education on graduates' self-perceptions in uncertain contexts and the relevance of expectational liminality to other contexts where there are disjunctures between expectations and reality.

Parenting stress experienced by parents of autistic children is well-documented. Recent evidence suggests that self-compassion may be a protective factor against parenting stress. However, it's not clear how self-compassion contributes to better parenting outcomes. This study examined the associations among self-compassion, mental health (ill-being and well-being indicators), and parenting experience (parenting stress and parenting competence) in 178 parents of autistic children and 178 parents of non-autistic children. Results indicated that parents of autistic children had lower levels of self-compassion compared to parents of non-autistic children. In both groups of parents, self-compassion was linked to lower levels of ill-being and high levels of well-being, and directly related to higher levels of parenting competence. In parents of non-autistic children, both ill-being and well-being acted as mediators in the relationships between self-compassion and parenting outcomes. However, in parents of autistic children, only well-being (but not ill-being) mediated the relationships between self-compassion and parenting outcomes. These findings underscore the importance of promoting self-compassion and well-being to enhance parenting experiences for parents of autistic children.

The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of educational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.

Perceived life satisfaction during the period of childhood and adolescence can be considered a reliable measure of psychological and emotional growth of children and adolescents. The current study aimed to investigate age differences related to social support provided to students (by teachers, classmates, parents and close friends), and its relationship with school and life satisfaction. The study also examined the significance of social support in explaining students' school and life satisfaction. Data were collected from a sample comprising 390 primary school students in grades 3-8 in Croatia. The findings indicate that students perceive a lower level of support received from parents, teachers, classmates and close friends, and lower school and life satisfaction, as they age. Statistically significant differences were found in perceived teacher support and school and life satisfaction between younger and older students. Hierarchical regression analysis showed that age and support from teachers and classmates are significant predictors of school satisfaction. The most significant predictors of students' life satisfaction are support from parents and classmates, and school satisfaction. Finally, the implications of the findings and guidelines for future research are discussed.

Amid global constraints imposed by COVID-19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well-being. This study explores the mediating roles of burnout and work--life balance in the associations between COVID-19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; mean[subscript age] = 27.93 ± 1.27 years) engaged in remote work through an online survey using self-reported questionnaires. Results indicated a significant and adverse influence of COVID-19 anxiety on life satisfaction. Also, COVID-19 anxiety showed an effect on both burnout and work-life balance. A significant association between work-life balance and life satisfaction was found, with work-life balance playing a significant mediating role in the relationship between COVID-19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID-19 disrupts the equilibrium between work-life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID-19. This approach aims to ultimately diminish burnout, fostering an improvement in work-life balance and life satisfaction for educators.

As the teaching profession becomes more demanding and teachers' work conditions become increasingly challenging, recent reports have shown declining levels of teacher well-being. Past studies on teacher well-being mostly focused its associations with teacher- and school-related outcomes. However, less research has been conducted on the implications of teacher well-being for their students' well-being. In this study, we drew on prior work on social contagion to investigate the relationship of teacher well-being with that of their students. More specifically, we examined the relationship between teacher well-being (satisfaction with the teaching profession and satisfaction with the work environment) and student well-being (life satisfaction, positive affect, and negative affect). We drew on the Programme for International Student Assessment (PISA) 2018 data which contained responses from 89,614 teachers and 93,555 students nested within 5400 schools across 19 countries/regions. Results of multilevel path analysis revealed that teacher satisfaction with the teaching profession was positively associated with student life satisfaction and positive affect, and negatively associated with negative affect. Teacher satisfaction with the work environment was positively related to student positive affect. The findings held after controlling for key covariates (school SES, and student SES and gender). Hence, teacher well-being seems to be an important contributing factor to student well-being.

Despite an estimated population of 10 million autistic individuals, there is still a significant lack of research on autistic adults in China. This study aimed to investigate the extent and factors influencing community integration (employment, independent living and friendship) and life satisfaction among young autistic adults in China, and compare them with an autistic adult sample with similar characteristics (58%-63% with a reported IQ below 70) from the Netherlands. Data were collected via online surveys to the caregivers of 99 young autistic adults (18-30 years) in China and 109 in the Netherlands, because the autistic adults were not able to fill in the survey independently. Autistic adults in both countries were reported to have limited community integration, as indicated by low rates of employment, limited independent living and few close friendships. Proxy-reported life satisfaction of autistic adults seemed relatively low in both countries, but even lower in Chinese adults, possibly due to limited awareness and acceptance of autism in China, inadequate or inaccessible support services, higher parenting stress, or general cross-country differences in well-being. In general, the findings indicate a common challenge faced by autistic adults with high support needs in both China and the Netherlands.

Objective: This study aims to investigate the impact of positive illusory bias (PIB) on the relationship between ADHD symptoms and functioning in college students, with a focus on gender differences. Method: The sample consisted of 195 college students, including 148 with ADHD and 47 without ADHD. Measures of ADHD symptomatology, life satisfaction, affect, gender identity, and impairment were collected, along with cumulative grade point average. Results: ADHD symptomatology was inversely linked to subjective well-being, with PIB acting as a significant moderator. Functional impairment was predicted by ADHD symptoms and subjective well-being, while social impairment and academic functioning were predicted by PIB and well-being. Significant gender differences were found, particularly in the interaction between PIB and ADHD symptoms for non-binary individuals. Conclusion: This study suggests that PIB is relevant for emerging adults with ADHD enrolled in higher education. Subjective well-being and PIB act as buffers against the detrimental functional and social effects of ADHD symptoms in emerging adult college students. The study highlights the importance of considering gender-specific approaches in understanding and supporting the mental health of this population.

The objective of this research is to develop and study the outcomes of developing the Ubiquitous Buddhism Learning Ecosystem for Proactive Buddhism Propagation for Digital Citizenship. The sample group used in the research consists of nine individuals selected through targeted sampling, comprising experts in the design and development of learning environment systems, as well as experts in Buddhism from various educational institutions at the tertiary level. The research findings indicate that 1) the Ubiquitous Buddhism Learning Ecosystem for Proactive Buddhism Propagation for Digital Citizenship consists of four components as 1) the Ubiquitous Buddhism Learning Ecosystem 2) Proactive Buddhism Propagation 3) Education Buddhism 4) Digital Citizenship, the results found that 1) In terms of the details of the Ubiquitous Buddhism Learning Ecosystem for Proactive Buddhism Propagation for Digital Citizenship, the overall picture is at the highest level. 2) In terms of the components of the Ubiquitous Buddhism Learning Ecosystem for Proactive Buddhism Propagation for Digital Citizenship are at the highest level overall. 3). In terms of Digital Citizenship knowledge of Buddhism, the overall level is high, and 4) Overall, the Ubiquitous Buddhism Learning Ecosystem for Proactive Buddhism Propagation for Digital Citizenship is at a high level accordingly. From the above research findings, it can be concluded that the Ubiquitous Buddhism Learning Ecosystem for Proactive Buddhism Propagation for Digital Citizenship can be further developed to enhance the effectiveness of future proactive Buddhist dissemination processes.

Subjective well-being is a form of self-evaluation of life by referring to cognitive and affective aspects. This systematic review analyzes 13 international journals on factors influencing older adults' subjective well-being. The review planning uses the SPIDER formulation: Sample, Phenomenon of Interest, Design, Evaluation, and Research Type. This review analysis shows that older people can feel the meaning and satisfaction of life, spread positive things, and have a sense of security and happiness. The results of the systematic review analysis show that various factors influence subjective well-being in the elderly. Several factors can influence subjective well-being in terms of demographics, social activities, physiological factors, and psychological factors. Among them are volunteer activities, economic income, family support, participation in various social and religious activities, education, physical health, income satisfaction, spirituality and religiosity, positive experiences and emotions, sleep quality, self-efficacy, and internet use. These results can be a reference and recommendation for conducting further and more specific research on subjective well-being factors in older adults.

Research shows a decline in U.S. adolescent mental health over several decades. It also suggests that higher levels of life satisfaction lead to better mental health outcomes in this population. The purpose of this study was to investigate correlations between adolescent life satisfaction and eight developmental attributes that can be fostered by families and educators--curiosity, creativity, empathy, integrity, resilience, resourcefulness, self-awareness, and sociability. Correlations were also examined for grade point average (GPA), gender, and grade level. The study hypothesized that young people who rated themselves highly on the eight developmental attributes would also score higher in life satisfaction, regardless of GPA. Quantitative survey research was used to investigate the correlations between these constructs and life satisfaction in U.S. eighth and ninth graders (N = 602) attending public schools in two Midwestern states. Self-awareness, resilience, and resourcefulness were most highly correlated with life satisfaction. Moderately strong correlations were obtained for sociability, curiosity, and integrity. GPA and empathy were the lowest correlates of life satisfaction among measured factors. Adolescent males were almost twice as likely to report very high life satisfaction compared to their female counterparts. These findings should expand the goals of family-school partnerships beyond raising academic performance to insure that all children enjoy the relationships and relational experiences that help them attain life satisfaction and more positive mental health outcomes.

This study examines reverse acculturative stress among Saudi students returning to their home country after studying in the USA. A study on Saudi students is particularly important due to scant empirical attention on Middle Eastern students. Given the population size of returning Saudi students, it is worth analyzing their adaptation to their home country, especially as the KSA has renewed its efforts at "saudification of the workforce," a goal that relies on a highly educated population. 96 university students participated in the study. Because of the gap in values between Saudi Arabia and the USA, the study hypothesized that Saudi returnees who reported higher levels of reverse culture shock would report lower life satisfaction and quality of life. Additionally, the study posited that students' identification with their Saudi heritage would correlate negatively with reverse culture shock. A novel tripartite intervention model is proposed to reduce reverse culture shock.

Homelessness among at-risk transitional age youth is an increasingly growing crisis impacting college-aged students across the United States. Thankfully, along with interest in their local community's success, universities have the necessary resources that may offer a unique solution to this crisis. This study describes the pilot of a collaborative effort among a local youth shelter, mental health center, and a private university that provides housing and a college education simultaneously for college students experiencing homelessness and evaluates whether students who participate in such programs experience and maintain increases in life satisfaction, wellbeing, and resilience. Data were collected from a total of seven college students over a period of four years for this longitudinal study, yielding limited but encouraging results about the pilot process and the potential for an expansion of the project. Students were asked to complete surveys that assessed resilience and life satisfaction using the Connor-Davidson Resilience Scale (2003) and the Satisfaction with Life scale (International Wellbeing Group, 2013). Results showed students in the program presented similar scores as the general population (Zimmermann et al., 2020). Scores of well-being and resilience fluctuated; however, over time student wellbeing and resilience increased overall. Students participating in this comprehensive program achieved stability, safety, an increased standard of living, and connection. Results suggest that universities have the resources and networks to provide wrap-around services to students facing homelessness, increasing overall life satisfaction and resilience, and improving the likelihood of graduation.

Reports on the evaluation of the most relevant themes on career adaptability through bibliometric analysis using the keyword "career adaptability" as its input aims to get a comprehensive view of current issues and trends in career adaptability research. The VOSviewer software in collaboration with Microsoft Excel and Open Refine was adopted as tool to visualize the network of authors, countries of origins and keywords in publication data mined on June 19 2022. The analysis found a total of 728 scientific publication from 1981 to 2022. The results show that in the last 15 years the number of career adaptability publications has grown very significantly. The United States is a major country contributing of publications. Author analysis presents Nota L as the most prolific author, while Savickas L is a prominent author while Guan Y is the writer with the best writing network with 8 other writers on career adaptability. Academic Press Inc. dominates the publication with 22.94% of it is production. Keyword analysis shows that career adaptability studies in the last two decades have focused on the theme of career planning through the establishment of a career guidance framework that aims to create prosperity.

Religion has been associated with human values and competencies needed to shape young people into responsible citizens able to make a positive difference in the lives of others. However, this correlation remains dependent on the context. As the correlation has not yet been investigated in Mauritius, which is a multicultural and multi-ethnic country, this study aims to bridge this knowledge gap using a purely positivist epistemological approach. It will analyze the Mauritius-specific data derived from a public data set which was part of the "Mapping the Terrain" project to examine the correlation between religion and a broad set of human values and competencies, namely forgiveness, individualistic orientation, collectivistic orientation, self-efficacy, problem-solving, meaning-making, sense of belongingness, religiosity/spirituality, hope, life satisfaction, gratitude, emotion, regulation, empathy, and self-regulation. The descriptive analysis and the Structural Equation Model (SEM), developed using the SPSS and AMOS software, revealed that (i) independent of ethnic group, educational stakeholders in Mauritius have a high affinity to most of the human values and competences, and (ii) as compared with others, the Muslim community has a slightly lower affinity to forgiveness, life satisfaction, individualistic orientation, self-efficacy, and problem solving. These data, which represent important baseline information needed to inform policymakers and other educational stakeholders, were used to derive a set of recommendations that will further the development of the key human values and competencies needed to promote harmony in a multicultural and multi-ethnic country.

This study aims to determine the life satisfaction of university students on the basis of gender. Using a quantitative perspective, the study aims to assess the effects of gender on life satisfaction and aims to provide a comprehensive understanding. SMD analysis method was used to evaluate the effect size of life satisfaction based on gender. In this study, 40 studies with appropriate data for the variables were included in the analysis. The total sample consisted of 20063 students, of which 12564 were female and 7499 were male. According to the REM results, there was a statistically significant and small effect size in favor of women (Cohen's d=0.20). There was moderate heterogeneity in terms of overall effect size (Q=117.193, p=0.000; I2 =66.722). The heterogeneity test of the studies was Q=117,193. In addition, it was found to have a heterogeneous structure p=0,000 (p<0.05). It was found to be moderate heterogeneity I2 =66,722. Related methods were used to understand the publication bias. As a result of this study, a statistically significant effect size in terms of gender and a small effect size in favor of women (Cohen's d=0.20) were found. It may be recommended that future research on this subject should include qualitative studies on why life satisfaction levels are relatively low in male students and relatively high in female students.

Over the last fifteen years, student well-being has become of greater concern in school education in Canada and beyond. However, there is very little data available on how well Canadian students are. The study that will be reported on in this paper provides such data, specifically the province of Manitoba. Using the Satisfaction with Life Scale, the study collected data from 1587 grade 9 students on their self-assessed satisfaction with how their lives are going. The data were collected with two demographic variables: regional location of the schools the participating students attended (norther, rural, urban) and their self-declared gender. While in the study the majority of participating students were satisfied with how their lives were going, a concerning number of students were dissatisfied or extremely dissatisfied with their lives. Furthermore, the data suggest a statistically significant difference in life satisfaction between girls (lower) and boys (higher). The study did not find a statistically significant difference between life satisfaction across the three types of regional location.

This study addresses the moral and behavioral decline among Mauritian youths that followed introduction of the CPP Value-Based Differentiated model which integrates moral and spiritual values into teaching practices. Evaluation involving university and high school students, along with instructors, indicates the model's effectiveness in instilling proactive, mindful behaviors and reducing disciplinary incidents. However, challenges include the model's limited focus on certain values, notably life satisfaction, forgiveness and institutional resistance based on the current rigid, knowledge-centered education system. Instructors also face financial constraints and inadequate training in attempting to implement such pedagogical approaches. The study emphasizes the need for curriculum reforms to redefine student success to include character development alongside academic achievement. Addressing institutional barriers and providing support for educators is crucial to facilitate holistic student growth.

Measurement invariance allows for the comparison and interpretation of scores obtained from the same scales at different times. In this respect, the purpose of this research is to examine the measurement invariance of the satisfaction with life scale applied to different age groups. The study employs the survey model, a type of quantitative research. The purposive sampling method was used in the research. This method is one of the non-random sampling types. This method collected data from 120 individuals under the age of 25 and 120 individuals over the age of 60 who resided in Ankara. The collected data were divided into two groups according to age: young and old. Measurement invariance was examined in four separate stages by performing Multiple Group Confirmatory Factor Analysis. These are configural, metric, scalar, and strict invariance. The data were examined to determine the configural, metric, and scalar invariance across different age groups by using multiple group confirmatory factor analysis. As a result, configural ([chi-squared]/df=0.84;p>0.05), metric ([chi-squared]/df=1.26; p>0.01), scalar ([chi-squared]/df=1.38;p>0.05), and strict ([chi-squared]/df=1.43;p>0.05) invariance are provided that the satisfaction with life scale has invariance properties for two different age levels. This research's application of the satisfaction with life scale scores to various age groups demonstrates measurement invariance and yields results with a similar structure.

Over the last two decades, cyberbullying has gained increasing attention from the research community as the phenomenon has become a public health issue affecting children, adolescents, and young adults. Although several instruments assess cyberbullying worldwide, many still need to be adequately validated in different languages, countries, and cultures. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) is one instrument that aims to measure two dimensions of cyberbullying: cyber-victimization and cyber-aggression. Although the instrument has been translated into various languages and validated in several European and non-European countries, validation studies have yet to be conducted in Turkish culture. This study aimed to adapt the ECIPQ into Turkish and to investigate the psychometric quality of the instrument in Turkish population. A total sample of 632 college students participated in the study. Along with the ECIPQ, the Buss-Perry Aggression Questionnaire, the Rosenberg Self-Esteem Scale, and the Satisfaction with Life Scale were administered for validation purposes. The results showed that the Turkish version of the ECIPQ had sufficient internal consistency. The confirmatory factor analysis supported the two-factor structure of the ECIPQ. The ECIPQ showed adequate convergent validity, as evidenced by the positive correlation between the cyberbullying and aggression scores and the negative correlation between cyberbullying and self-esteem scores. In conclusion, the ECIPQ can be considered a psychometrically sound measure to assess Turkish college students' perceived cyber-aggression and cyber-victimization levels.

This study examined the effects of four types of self-disclosure on the life satisfaction of Chinese international students studying in Japan. Using an online survey, the study found that offline self-disclosure predicted life satisfaction both directly and indirectly, mediated by received social support and perceived social support, while the direct effect of online self-disclosure was not significant. All four types of self-disclosures predicted received social support, while the social support obtained from host nationals online did not affect perceived support. The analysis also revealed that the paths were moderated by the length of residence in Japan. Only online self-disclosure positively and directly predicted life satisfaction for newcomers, while only offline self-disclosure did for those who had stayed longer. Offline received social support was perceived as helpful for both groups, while that of online predicted perceived social support only for newcomers. Theoretical implications and limitations were discussed.

As students transitioned back to on-campus classes, challenges affecting occupational balance (OB) and temporal satisfaction with life (TSWL) influenced their overall health and well-being. This study aimed to assess OB and TSWL among 171 occupational therapy (OT) students in the Philippines and examine the correlation between them. Participants completed the Occupational Balance Questionnaire (OBQ11) and the Temporal Satisfaction with Life Scale (TSWLS). The mean OBQ11 score was 16.71 ± 6.87, with a median score of 17. Based on this median score, nearly half of students 43.90% (n = 75) were classified as having low OB. The TSWLS scores indicated that students were neutral regarding past life satisfaction (M = 20.85, SD = 6.98), slightly satisfied with present life (M = 22.86, SD = 6.05), and satisfied with future life (M = 26.63, SD = 4.90). Significant positive correlations were found between OB and TSWL scores. These findings suggest that while OT students are heavily engaged in academic occupations, they may lack sufficient non-academic activities, leading to an occupational imbalance. The time dedicated to academic tasks impacts their ability to achieve OB and participate in diverse activities. Given the direct beneficial effects of OB on health, promoting balanced participation in both academic and non-academic occupations is crucial. Future research should explore strategies to enhance nonacademic engagement and examine the long-term impacts of balanced occupational participation on student well-being.

The dual-factor model of mental health proposes that high wellbeing and low distress are necessary to define mental health. This study used latent profile analysis to identify mental health profiles in a sample of 3,587 Australian grade 6 students and explored the association between mental health profiles and school outcomes measured in grades 7 and 9. Six mental health profiles were identified: complete mental health (i.e. high wellbeing and low distress; 30%), moderately mentally healthy (i.e. average wellbeing and low distress; 18%), symptomatic but content (i.e. high wellbeing and above-average distress; 19%), vulnerable (i.e. low wellbeing and below-average distress; 6%), moderately troubled (i.e. below-average wellbeing and high distress; 19%), and troubled (i.e. low wellbeing and high distress; 8%). After statistical adjustment for potential confounders (gender, language background, socio-economic status, and geographical remoteness), students with complete mental health showed significantly higher academic achievement and school engagement one and three years later compared with students with all other mental health profiles. Students with vulnerable and troubled profiles experienced the poorest school outcomes sustained over time (grade 7 and grade 9). Implications for school-based interventions to support the mental health and wellbeing of students are discussed.

Feeling loved by one's caregiver is essential for individual flourishing (i.e., high levels of psychological well-being in multiple dimensions). Although similar constructs are found to benefit adolescent well-being, research that directly tests parental love as a feeling from the recipient's perspective is rare. Historically, parental love has been measured using single-assessment methods and assumed to be a stable, trait-like characteristic; yet, like any feeling, it may fluctuate in meaningful ways on a day-to-day basis--the implications of which are unknown. Using a sample of 150 adolescents (59.3% female; ages 14-16), this study estimated "level" (person's mean level across days) and "instability" (fluctuations across days) of feeling loved by a caregiver across 21 days for each adolescent, and then examined their prospective effects on adolescent flourishing 1 year later. After controlling for demographics (adolescent age, gender, family income, and parent's sex) and variable baseline levels, feeling more loved by one's caregiver in daily life significantly predicted higher levels of flourishing in two global measures 1 year later. Moreover, "level" and "instability" of feeling loved by one's caregiver played different roles for different dimensions of flourishing: higher "levels" significantly predicted higher levels of autonomy, purpose in life, and personal growth, whereas higher "instability" significantly predicted lower levels of positive relations with others and environmental mastery. Findings emphasized the importance of considering daily dynamics of feeling loved by one's caregiver and demonstrated that "level" (of feeling loved) is particularly important for intrapersonal aspects while "instability" is particularly important for interpersonal aspects of flourishing.

The educational approach known as positive education emerged from positive psychology and frequently attributes its conception of flourishing to Aristotelian eudaimonia. This is a point of contention between scholars who see positive psychology's flourishing as an epithet of Aristotelian virtues and others who have identified critical divergences between the philosophical foundations of positive psychology and Aristotle's normative ethics. Few scholars have examined whether adolescent understandings of flourishing reflect Aristotelian eudaimonia, and whether this is different in positive education students. This paper explores notion of the good life through the writings of 226 adolescents, 93 of whom attend a school that has implemented positive education. These are analysed through an Aristotelian lens, finding more similarities than differences between the groups. Both groups discussed relationships, emotions, and accomplishments, but moral goodness and virtue were not prominent. Conclusions are drawn about the implications of this for 'positive' education and the role it plays in nurturing flourishing.

First generation college students (FGCSs) may undergo challenging cultural transitions as they acculturate to higher education. Such challenges may include perceived loss of home ties, navigating unfamiliar social rules, and academic acculturative stress. The Academic Acculturative Stress Scale (AAS Scale) was designed to measure these experiences of FGCSs. The sample was comprised of undergraduates at a large public university. Items were created and factor analyzed to evaluate content validity. Mean AAS Scale scores were compared using a 2 (FGCS status) X 2 (gender) factorial analysis of variance. Correlations with students' reported social support, self-esteem, life satisfaction, and depressive symptomatology evaluated criterion validity. A significant two-way interaction for FGCS status and gender for AASS showed that FGCS women reported doing worse than did non-first-generation students, while FGCS men said they were doing better compared to others. Future research should evaluate support needs of FGCS women for successful degree completion.

Snark is a form of verbal aggression that uses humor to diminish a victim. The present study explored predictors of U.S. teachers' use of snark in the classroom. Kindergarten-12th grade teachers (N = 516) self-reported on their social and emotional competencies (i.e., perspective taking, forgiveness, mindfulness, expressive suppression, and decision-making skills), experiences of occupational health and personal well-being (i.e., burnout, job satisfaction, depression, and life satisfaction) and snark use. Stepwise multilevel models indicated that teachers' social and emotional competencies, and subsequently, their occupational health and well-being, explained significant portions of the variance in snark use. Specifically, teachers with greater perspective taking skills reported less frequent snark use, and those who used expressive suppression reported more frequent snark use. Burnout, job satisfaction, depression, and life satisfaction were all positively associated with greater snark use. Results are described in relation to research on adult social and emotional competencies, teachers' occupational health and well-being, and teachers' conflict management strategies. This study sets the stage for future research to investigate the effects of teachers' snark use on student outcomes.

Psychology of Working theorists recommend supplementing the Decent Work Scale (DWS) with subjective investigations of decent work across different cultural contexts. Building on this, the present study developed and validated the Decent Work Triad (DWT) for assessing the subjective aspects of decent work in a sub-Saharan African context. Using a Burkinabe sample for exploratory (N = 303) and confirmatory (N = 494) analyses, it consists of 8 items assessing three moral and value-based dimensions: Dignity, Corruption-Free, and Shamelessness. The scale showed good psychometric properties and invariance across country and gender in Burkina Faso (N = 494), Switzerland (N = 590), and Togo (N = 812). It also showed incremental validity in predicting work and life satisfaction beyond the DWS and discriminant validity along with constructs of marginalization and economic constraints, underscoring its robustness. The DWT's utility in understanding the subjective and cultural dimensions of decent work and its implications were discussed.

Background: An increasing number of undergraduate positive psychology courses offer students a holistic view of the broader discipline of psychology. Even short-term participation in positive psychology activities as part of a taught course may improve psychological well-being and lower stress. However, there is a dearth of qualitative evidence on how students experience this learning process. Objective: This study aimed to explore UAE-based undergraduate students' reflections on their experiences of an elective positive psychology course and their participation in various positive psychology interventions (PPIs). Method: This qualitative study explored 21 UAE-based undergraduate students' reflections on taking a semester-long positive psychology course, in which they participated in PPIs. The rich data from semi-structured interviews were analyzed using reflexive thematic analysis. Results: Three main themes emerged, namely "rethinking positive psychology," "changes in perspective on happiness and search for positivity," and "enhanced relationships." Conclusion and Teaching Implications: The study suggests that positive psychology may reach past the time and space of the taught course and have at least a short-term positive impact on students' mental and social lives. Findings from this study imply the potential of positive psychology in higher education and point towards further integration of such courses in undergraduate programs in the UAE and beyond.

Smartphones are the principal instrument for internet access among adolescents and pre-adolescents in many industrialized countries. However, research on the long-term correlates of age at first access to these devices concerning life outcomes is scarce. This study contributes to the literature by collecting data from 3,247 Italian students in grade 10. Through OLS and logistic regressions, we investigate socio-demographics' role in predicting the age of first smartphone access and the associations between the age of access and selected life outcomes. The moderating effect of socio-demographics on such relationships is also investigated through multiple-interaction models. Results suggest that females and students from less-educated families are more likely to receive smartphones earlier. Early smartphone access is negatively associated with adolescents' well-functioning. Finally, deferring access reduces the gender gap in language proficiency, digital skills and life satisfaction.

Giftedness is a lifelong journey; gifted adult workers need specific career counselling. The Psychology of Sustainability and Sustainable Development enhances the value of positive psychological resources for gifted and talented workers to sustain them in their careers and life projects. The study implemented a latent profile analysis (LPA) in adult workers (n = 311) to identify profiles according to self-rated job performance and work engagement as proxies for gifted and talented learners. Other crucial resources were also considered. A tree-profile (A, B, C) solution best fits the data. Among these, Profile C (n = 77; 24%) showed high job performance and engagement. It could represent an "eminence" profile. Profile C also showed high levels of emotional intelligence, positive affect, satisfaction with life, meaning in life, flourishing, job satisfaction, meaning at work, flourishing at work, workplace relational civility, acceptance of change, and low levels of negative affect. This profile includes crucial ingredients that could be useful to pay attention to during career construction counselling and innovative career counselling for gifted and talented learners.

Previous research suggests that peer support is an essential component of adolescents' sense of relatedness in peer relationships and correlates with study engagement and life satisfaction. However, what the underlying mechanisms of these relationships are, has remained unclear. This study examined 1) whether the sense of relatedness or study engagement mediate the effect of peer support on students' life satisfaction, and 2) whether sense of relatedness mediates the effects of peer support on students' study engagement. The data were analysed with the structural equation modelling (SEM), using a cross-sectional sample of Finnish upper secondary education students (n = 293) (63% female, 31% male). The results showed that the relationship between peer support and the student life satisfaction beyond the school was fully mediated by students' experiences of study engagement and sense of relatedness. This suggests that peer support for studying by itself is not sufficient for cultivating student life satisfaction, but its effectiveness depends on whether it positively impacts their study engagement and sense of relatedness. To improve the life satisfaction of upper secondary education students, study-related peer support needs to be cultivated so that it triggers students' sense of relatedness and study engagement.

This study adopts a cultural ecological perspective to examine how cumulative effects of external transcultural and cultural strengths are related to baseline and changes in three markers of Mexican-origin adolescents' self-growth (i.e., resilience, life meaning, and discipline). Using a three-wave longitudinal data set (5 years) of 604 adolescents, cumulative strengths (CS) was calculated, and growth curve analyses showed a similar pattern of findings for both transcultural and cultural cumulative strengths models: Adolescents with higher CS showed higher baseline resilience, life meaning, and discipline. While there were no significant associations between adolescents' CS scores and the increase in resilience, adolescents with higher CS scores showed steeper declines in life meaning and discipline (although these declines were no longer significant for cultural CS when transcultural and cultural CS were simultaneously tested in the same model). The findings emphasize a cultural ecological understanding of Mexican-origin youths' positive development from early to later adolescence. They also provide support for a CS model and have implications for positive psychology theories.

Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9-11 (447 male, M[subscript age] = 10.5; 495 female, M[subscript age] = 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was "positively" associated, while a fixed mindset was "negatively" associated, with wellbeing. In turn, a growth mindset was significantly "positively" associated, while a fixed mindset was "negatively" associated, with attainment. Implications for policy and practice are discussed.

This manuscript aimed to develop an instrument assessing vocational values among students (VVS-S). The scale was developed in French using three different samples of Togolese participants for item development (N = 140), exploratory (N = 308) and confirmatory analyses (N = 300). It consists of 17 items divided into the five subscales of Power, Family, Helping, Salary, and Creativity. The correlational, higher-order, and bifactor models showed that these values could be considered independently. Moreover, four of the values correlated positively but weakly with life satisfaction. The VVS-S's usefulness for research and practice in counseling, particularly in sub-Saharan Africa, is discussed.

This study examined the psychometric properties of the Career Adapt-Abilities Scale in a Lebanese sample. The study includes 236 Lebanese citizens (54.2% women; M[subscript age] = 30.14). Confirmatory factor analyses indicated that a hierarchical model yielded a good fit, with the CAAS measuring four distinct dimensions that can be combined in a higher-order career adaptability factor in a Lebanese sample. Results showed that the overall CAAS and sub-dimensions were highly reliable. Pearson correlation coefficients demonstrated that the CAAS' scores were related to those of basic values and life satisfaction. The CAAS constitutes a promising measure to be used in Lebanese career counselling.

This paper investigates the impact of human capital, social capital, career planning behavior, protean career orientation and core self-evaluations on students' academic and life satisfaction in China, with the mediation effect of perceived employability and moderation effect of perceived labor market conditions. Data were collected by distributing online questionnaires to 1155 students in three types of universities. All the hypothesized direct paths and the mediation effects were supported. The moderation effect was partially supported. Perceived employability contributes to positive evaluations about life and academic work, and the perception of labor market condition could be enhanced to improve students' academic evaluations.

This study aimed to explore the direct effect of emotional intelligence on the meaning in life from the positive psychology perspective and to verify whether the sense of security and self-esteem can improve the meaning in life based on Maslow's hierarchy of needs theory. It involved 599 undergraduates selected randomly from four universities located in Wuhan, Hubei Province, China. The study applied structural equation modeling to illustrate the mediating and chain-mediating effects of the sense of security and self-esteem on the relationship between emotional intelligence and meaning in life. Notably, the results showed a strong mediating effect of a sense of security. These findings provided a new perspective and theoretical model for positive psychology to improve the meaning in life among undergraduates.

Extant literature suggests a positive correlation between social trust (also called generalized trust) and life satisfaction. However, the psychological pathways underlying this relationship can be complex. Using the Bayesian Mindsponge Framework (BMF), we examined the influence of social trust in a high-violence environment. Employing Bayesian analysis on a sample of 1,237 adults in Cali, Colombia, we found that in a linear relationship, generalized trust is positively associated with life satisfaction. However, in a model including the interactions between trust and education level as well as between trust and socioeconomic status, generalized trust is found to be negatively associated with life satisfaction. In this non-linear relationship, both education level and socioeconomic status have moderating effects against the negative association between generalized trust and life satisfaction. In other words, less educated people living in worse socioeconomic conditions are more likely to have lower life satisfaction when they have higher levels of social trust. In contrast, highly educated people living in better socioeconomic conditions are more likely to have higher life satisfaction when they have higher levels of social trust. Due to the facilitating function of trust in information processing, lowering the rigor of the filtering system in a high-violence social environment will likely put an individual at risk. Based on our findings, we suggest that policymakers should be more meticulous and consider many socioeconomic factors when advocating for increasing social trust. We also recommend that researchers should investigate deeper the complexity of human psychology and the information-processing mechanisms of social trust.

The mental health problems caused by COVID-19 pandemic to every person and every group cannot be ignored, especially for college students, who are the main force of the society. Few studies explore the mechanism of action between college students' epidemic stress perception and life satisfaction in China. The study aims to understand the association between the epidemic stress perception of COVID-19 on life satisfaction, and examines the effect of coping flexibility and perceived social support in China. We investigated 597 college students by questionnaire and found college students' epidemic stress perception of COVID-19 was significantly negatively associated with life satisfaction; coping flexibility partially mediated the relationship between college students' epidemic stress perception of COVID-19 and their life satisfaction; perceived social support moderated role in the first half of the mediating pathway. Practical strategies to improve college students' life satisfaction were discussed in the paper.