Measuring well-being: A comparison of subjective well-being and PERMA

Goodman, Fallon R.; Disabato, David J.; Kashdan, Todd B.; Kauffman, Scott Barry

doi:10.1080/17439760.2017.1388434

Cited by 225 publications

(232 citation statements)

References 66 publications

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“…In the field of psychology, wellbeing is viewed as an "abstract construct that includes feeling good and functioning well" (Kern et al 2015, p.263). While it is recognized that wellbeing cannot be defined in simple terms (La Placa et al 2013), there are a range of theories and models that aim to capture its intricacies (Goodman et al 2017). These models include, but are not limited to, Diener's tripartite model of subjective wellbeing (Diener 1984), Ryff's model of psychological wellbeing (Ryff 1989), Keyes's model of social wellbeing (Keyes 1998), Ryan and Deci's selfdetermination theory (Ryan and Deci 2017), and Seligman's model of flourishing (Seligman 2011).…”

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

“…These models include, but are not limited to, Diener's tripartite model of subjective wellbeing (Diener 1984), Ryff's model of psychological wellbeing (Ryff 1989), Keyes's model of social wellbeing (Keyes 1998), Ryan and Deci's selfdetermination theory (Ryan and Deci 2017), and Seligman's model of flourishing (Seligman 2011). These proposed foundational components of wellbeing differs across models, however, one commonality remainswellbeing is multidimensional rather than unidimensional construct (Goodman et al 2017;Kern et al 2015).…”

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

“…The range of theoretical perspectives and theories of wellbeing continues to inform the field of positive psychology (Goodman et al 2017). This field was introduced in 1998, by the president of the American Psychological Association at the time, Martin Seligman (Froh 2004).…”

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

“…Seligman's PERMA model is widely utilized by positive psychology practioners (Goodman et al 2017) and supported by subsequent studies (Hone et al 2014;Kern et al 2014). Nevertheless, it is important to consider the critiques and limitations of the model.…”

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

“…Nevertheless, it is important to consider the critiques and limitations of the model. Firstly, PERMA does not account for personal differences and values (Goodman et al 2017). Individuals will place a higher value on some facets of wellbeing over others, therefore, it is impossible to develop a consensus on "what is and what is not wellbeing" (Goodman et al 2017, p.8).…”

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

See 4 more Smart Citations

Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education

Riedel

Vialle

Pearson

et al. 2020

Int J Appl Posit Psychol

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In the emergent field of positive education, studies have investigated the characteristics of successful positive education interventions (Waters Australian Educational and Developmental Psychologist, 28(2), 75-90, 2011). These characteristics include following a whole school approach, integrating positive psychology into traditional subjects, and adopting a wellbeing curriculum (Waters Australian Educational and Developmental Psychologist, 28(2), 75-90, 2011). However, schools are complex environments and education in real-life contexts is influenced by a multiplicity of factors (Halliday et al. Contemporary School Psychology, 2019). There are few implementation studies within positive education (Halliday et al. Contemporary School Psychology, 2019), and there are fewer implementation studies that examine the student experience of learning. This is an important oversight, as the core aim of education is to support learning (Killen 2005). Therefore this case study explored the student learning experience of ten senior students within a whole school positive education initiative in an all boys private school in New South Wales, Australia. Through the utility of semistructured focus group interviews this study found that active, meaningful learning experiences enabled successful implementation. Moreover, family, school ethos and academic culture were significant contextual factors that influenced student learning. These findings informed recommendations on how to improve the student learning experience within positive education initiatives.

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Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

Section: Wellbeing Positive Psychology and Adolescentsmentioning

confidence: 99%

See 3 more Smart Citations

Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education

Riedel

Vialle

Pearson

et al. 2020

Int J Appl Posit Psychol

View full text Add to dashboard Cite

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Assessment of well‐being in the clinic: Using the state version of the short Scale of General Well‐Being as a clinical outcome measure

2021

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Objective: Interest in the concept of well-being within clinical and applied psychology settings has increased, highlighting a need to develop appropriate measures. The aim was to adapt and test the validity of the 14-item Scale of General Well-Being (14-SGWB) originally developed by Longo et al. (2018), as a clinical outcome measure. Method: Study 1 is a psychometric study with 543 nonclinical participants, the wording of the 14-SGWB was adapted, and tested for reliability and convergent validity. Study 2 investigated the adapted version with 125 clients over 10 therapy sessions, examining sensitivity, and reliable change cut-off. Results: The final 14-SGWB-clinical tool has a single component structure, good convergent validity, and can assess reliable and clinically significant change. Conclusion: Measures that assess positive psychological change are important for the future development of clinical and applied psychology. The 14-SGWB-ct offers researchers a measure to extend evaluations of interventions to the effects on well-being.

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Measurement invariance of the Mental Health Continuum‐Short Form across US military veteran and civilian adults

et al. 2022

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Objective Recent research has suggested that mental health is not only the absence of mental illness but includes aspects of well‐being. One common psychological assessment used to assess dimensions of well‐being is the Mental Health Continuum‐Short Form (MHC‐SF). The MHC‐SF is a 14‐item measure that assesses emotional, psychological, and social well‐being. The purpose of this study was to assess measurement invariance of the MHC‐SF across US military veterans and civilians. Method First, we examined the factor structure of the MHC‐SF separately for veterans (n = 418) and civilians (n = 411). We then conducted multiple group confirmatory factor analysis (MG‐CFA) to assess measurement invariance for the two groups. Results Findings suggested there were three latent factors representing emotional, social, and psychological well‐being. Results from MG‐CFA suggested that the MHC‐SF is invariant across veterans and civilians. Conclusion Researchers and practitioners can administer the MHC‐SF with both groups.

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Measuring well-being: A comparison of subjective well-being and PERMA

Cited by 225 publications

References 66 publications

Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education

Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education

Assessment of well‐being in the clinic: Using the state version of the short Scale of General Well‐Being as a clinical outcome measure

Measurement invariance of the Mental Health Continuum‐Short Form across US military veteran and civilian adults

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