A review of life satisfaction research with children and adolescents.

Gilman, Rich; Huebner, Scott

doi:10.1521/scpq.18.2.192.21858

Cited by 461 publications

(381 citation statements)

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“…Life satisfaction is an important construct in positive psychology (Gilman and Huebner 2003). Measures of LS are sensitive to the entire spectrum of functioning, and thus, provide indicators of both well-being and psychopathology.…”

Section: Understanding Youth Life Satisfactionmentioning

confidence: 99%

“…Measures of LS are sensitive to the entire spectrum of functioning, and thus, provide indicators of both well-being and psychopathology. This contrasts with traditional mental health scales that require respondents to indicate the presence or absence of problems, and rate existing problems according to frequency and symptoms, with no option of reporting the characteristics or presence of positive feelings or behaviours (Gilman and Huebner 2003;Kamman et al 1984). Further, as a key indicator of SWB, LS is integral to the science of positive psychology which focuses on identifying strengths and the building of them as buffers against the development of psychopathological problems (Veenhoven 1988).…”

Section: Understanding Youth Life Satisfactionmentioning

confidence: 99%

“…Further, although the majority of research studies conducted in this area have been correlational in nature, providing general positive and negative associations between LS and various variables, this article aims to specifically highlight the benefits of positive youth LS and draw attention to its role as a buffer against the negative effects of stress, psychological problems, and disorders. This review will not include a discussion or presentation of models and measures of LS or research on assessment of LS among youth (see Gilman and Huebner 2003;Huebner 2004, for reviews). Furthermore, throughout this review 'children' will refer to individuals aged 12 years old and under, 'adolescent' will refer to individuals aged 13-19 years old, and 'youth' will refer to groups of individuals comprised of both 'children' and 'adolescents'.…”

Section: Purposementioning

confidence: 99%

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Youth Life Satisfaction: A Review of the Literature

2008

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A central construct within the positive psychology literature is life satisfaction. Whereas adult life satisfaction has been studied extensively, the life satisfaction of children and adolescents has only received attention more recently. This article provides a review of the extant research on youth life satisfaction. Empirical studies (n = 141) on life satisfaction among youth are reviewed. The review details how life satisfaction among youth relates to various other important emotional, social, and behavioural constructs. Evidenced by the review are the conditions that foster positive life satisfaction and the implications of positive life satisfaction among youth. Future directions in life satisfaction research among youth are briefly discussed.Keywords Life satisfaction Á Adolescent Á Children Á Subjective well-being Á Happiness Á Review Recently the burgeoning field of positive psychology has re-illuminated the need for psychology to address areas associated with optimal functioning and happiness. From the time of Aristotle (1925), the pursuit of happiness and the achievement of the 'good life' has been a major concern among philosophers and theologians, and was included as a foundational mission of psychology (Seligman 2002b;Seligman and Csikszentmihalyi 2000). Within the field of psychology the study of 'happiness' generally falls under investigations of subjective well-being (SWB) (see Diener 1984;Diener 1994;Diener et al. 1999, for reviews). The SWB construct is a tripartite category of phenomena, which includes: emotional responses (i.e. positive affect (e.g. joy, optimism) and negative affect (e.g. sadness, anger)), domain satisfactions (e.g. work satisfaction, relationship satisfaction), and global judgements of life satisfaction (LS) (Diener et al. 1999). In the research literature the components of SWB are often used interchangeably with each other and considered synonymous with term 'happiness' (Diener 1994;Seligman 2002a); despite that the term

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Section: Understanding Youth Life Satisfactionmentioning

confidence: 99%

Section: Understanding Youth Life Satisfactionmentioning

confidence: 99%

Section: Purposementioning

confidence: 99%

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Youth Life Satisfaction: A Review of the Literature

2008

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“…Associations between the SLSS and demographics (e.g., age, gender) have been typically found as moderate at best in magnitude (e.g., Gilman & Huebner, 2003;Huebner, 1991a). LS is distinguishable from social desirability as the reported correlations have been modest to moderate (e.g., Proctor et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Adaptation and Initial Validation of the German Version of the Students’ Life Satisfaction Scale (German SLSS)

Weber

Ruch

2013

European Journal of Psychological Assessment

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The present research describes the adaptation and initial validation of a brief measure of global life satisfaction, the Students' Life Satisfactions Scale (SLSS), for German-speaking children and adolescents aged 10-17 years. Study 1 investigated the responses of 286 Swiss students (aged 12-17 years) administered paper-pencil questionnaires (e.g., Junior Eysenck Personality Questionnaire) during class on two occasions (interval 4 months). Study 2 investigated the responses of a heterogeneous sample composed of 3,407 Austrian, German, and Swiss students (aged 10-17 years), administered questionnaires online (e.g., Brief Multidimensional Students' Life Satis-faction Scale). The SLSS showed unidimensionality, explaining approximately 60% of variance, an internal consistency coefficient of = .88, and a stability coefficient of .55 over a 4-month interval. Study 1 found a moderate association between life satisfaction and social desirability (.20), and theoretically meaningful correlations with temperamental variables (-.16 with Psychoticism, .29 with Ex-traversion, -.48 with Neuroticism). Study 2 found no gender differences, but small age effects. Differences among Austrian, German, and Swiss students were also identified. Study 2 found correlations between SLSS and domain-specific satisfaction (e.g., satisfaction with the self). The two studies support the usefulness of the German SLSS and provide preliminary norms for comparison purposes for subsequent research. .29 with Extraversion; -.48 with Neuroticism). Study two found no gender differences, but small age effects. Differences among Austrian, German, and Swiss students were also identified. Study two found correlations between SLSS and domain-specific satisfaction (e.g., satisfaction with the self). The two studies support the usefulness of the German SLSS, and provide preliminary norms for comparison purposes for subsequent research.

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“…It is shown that children starting from the 8-year age are able to differentiate between the basic constituents of subjective well-being: positive affect, negative affect and life satisfaction, as well as correlate them with different spheres of life -family, school, friends, etc. (Gilman & Huebner, 2003). In addition, researchers can't say that life satisfaction as a whole is unequivocally related to satisfaction in various areas.…”

Section: Introductionmentioning

confidence: 99%

Self-Regulation And Personality Characteristics Of Elementary School Children With School Life Satisfaction

Fomina¹

2017

The European Proceedings of Social and Behavioural Sciences

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This article presents research results on the relationship between the conscious self-regulation of learning activity, personal characteristics, and life satisfaction in younger schoolchildren (N = 156, 85 girls, 71 boys, aged 10-11 years). Russian adaptation of Multidimensional Students Life Satisfaction Scale(MSLSS), Russian version of the «Big Five Questionnaire -Children (BFQ-C)» and Morosanova's Self-Regulation Profile Questionnaire -Junior was used. The focus is made on studying self-regulation and achieving educational goals in the context of the subjective well-being problem. Significant links have been revealed between the personality characteristics, regulatory features and life satisfaction indicators in three subscales: family life, school life, and self-attitude. The largest number of significant links was found for the School Life Satisfaction Subscale. Gender differences were discovered in the manifestations of self-regulation, personal characteristics, and the indicators of life satisfaction in younger schoolchildren: girls have significantly higher level of School Life Satisfaction, some regulatory processes and indicators of Agreeableness and Neuroticism. The study displays specificity of regulatory and personality characteristics of students with high and low level of School Life Satisfaction (SLS). Students with high level of SLS are characterized by a higher development of regulatory processes, selfregulation in general and those particular personality characteristics as Agreeableness, Conscientiousness, Openness.

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A review of life satisfaction research with children and adolescents.

Cited by 461 publications

References 63 publications

Youth Life Satisfaction: A Review of the Literature

Youth Life Satisfaction: A Review of the Literature

Adaptation and Initial Validation of the German Version of the Students’ Life Satisfaction Scale (German SLSS)

Self-Regulation And Personality Characteristics Of Elementary School Children With School Life Satisfaction

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