Seligman recently introduced the PERMA model with five core elements of psychological well-being: positive emotions, engagement, relationships, meaning, and accomplishment. We empirically tested this multidimensional theory with 516 Australian male students (age 13–18). From an extensive well-being assessment, we selected a subset of items theoretically relevant to PERMA. Factor analyses recovered four of the five PERMA elements, and two ill-being factors (depression and anxiety). We then explored the nomological net surrounding each factor by examining cross-sectional associations with life satisfaction, hope, gratitude, school engagement, growth mindset, spirituality, physical vitality, physical activity, somatic symptoms, and stressful life events. Factors differentially related to these correlates, offering support for the multidimensional approach to measuring well-being. Directly assessing subjective well-being across multiple domains offers the potential for schools to more systematically understand and promote well-being.
Purpose: Drawing on recent advances in the field of positive psychology, we conducted a pilot evaluation of employee wellbeing using Seligman's (2011) multidimensional PERMA (positive emotion, engagement, relationships, meaning, and accomplishment) model of flourishing. We analyzed associations between multiple aspects of employee wellbeing and three outcomes: physical health, life satisfaction, and professional thriving. Method: Employees (N = 153) from a large private school in Australia completed a survey with items theoretically relevant to the PERMA theory. Factor analyses recovered the expected five PERMA components and a negative emotion factor. Regression analyses estimated cross-sectional associations between the wellbeing factors and self-reported physical health, life satisfaction, and professional thriving (job satisfaction and organizational commitment). Results: Differential associations support the multidimensional approach to defining and measuring wellbeing. For example, staff with higher engagement and better relationships reported greater job satisfaction and organizational commitment. Conclusions: Multidimensional wellbeing assessments can help school administrators understand and improve staff wellbeing, supporting policy and practice designs that ultimately will promote wellness for all stakeholders in the education system.
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