Psychological Well-Being During Adolescence: Stability and Association With Romantic Relationships

Abstract

The concept of well-being is complex and is in common use not only in the area of health but also in the field of human development. Well-being depends on both the individual and the environment, and during childhood and adolescence, the environmental factor can be decisive. Family, school, and peers are widely recognized as significant contexts for successful development, but romantic context is also undoubtedly important. Romantic relationships constitute a new dimension in the adolescent’s social life, but little attention so far has been paid to their importance in well-being. Defined as developmental tasks, they have been associated both positive and negative outcomes, although their impact on well-being has not yet been clarified. This study uses a eudaimonic approach to evaluate four dimensions of psychological well-being: self-acceptance, positive interpersonal relationships, autonomy, and life development, and has a two-fold objective: (1) to analyze adolescents’ levels of psychological well-being and their stability over time, and (2) to analyze the association between romantic relationships and adolescents’ psychological well-being. Using a longitudinal design, we analyzed data from a sample of 747 adolescents from Andalusia (Spain) between 13 and 17 years old (50.5% girls, mean age wave 1 = 14.55, SD = 0.84). The results revealed medium to high levels of psychological well-being, which remained stable throughout the time of the study, and an increase in wave 2 only in positive interpersonal relationships dimension. The Structural Equation Modeling analysis showed romantic relationships as a predictor of psychological well-being, having a positive link with positive interpersonal relationships and with life development, and a negative link with autonomy and self-acceptance. These results are discussed in terms of the need to use approaches focused on the specific characteristics and evolution of well-being during adolescence, as well as on the importance of considering romantic relationships as developmental assets which have the potential to influence well-being during these years.

Conflict Between Self-Esteem And Aspirations Related To Psychological Wellbeing Of Adolescents

“…This suggests that elder teenagers are capable of realistic and adequate self-assessment, in line with modern research results (Kuzmina & Kuzmina, 2018). The indicators of psychological and subjective wellbeing generally reflect a favorable scenario of development (Golovey & Danilova, 2019;Gómez-López et al, 2019). Yet, they show considerable variation, where average values do not reflect the individual characteristics of growing up.…”

Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children

“…For instance, authors suggest that psychological wellbeing, social inclusion, and social support are positively correlated [10]. Similar positive interactions are found with peer relationships [11]; self-esteem seems to play a role in preserving mental health [12], as well as in modulating individuals' behaviors [13]; childhood anxiety has been linked with increased risk of depression [14] and higher emotional imbalance [15]; finally, findings from previous research highlight a direct association between childhood depression and stress [16], leading to higher risk of the onset of eating disorders and obesity [17].…”

Romantic Competence and Adolescent Courtship: The Multidimensional Nature of the Construct and Differences by Age and Gender

“…Despite being identified as a key psycho-developmental task, there has been little research into romantic advances and the initiation of courtship as an erotic game of initiation in forming a couple or as an incipient phase of the search for intimacy among adolescents. However, adolescents and young people enjoy a rich, intense emotional life and this seems to occupy a key role in their well-being [ 12 ]. From a psycho-developmental perspective, this process involves a continuum which ranges from friendly relationships with peers, through the attraction to and intimacy with some friends more than others, to the establishment of the first relationships as a couple [ 6 , 38 ]; in other words, the process of courtship lays the foundations for establishing future relationships as a couple, which opens up a new framework for development and learning which will continue throughout the subsequent years [ 39 ].For this reason, it is vital to identify which variables modulate this process, and to what extent they condition the success or failure of these first sentimental experiences, and perhaps, wherever possible, clarify the nature of a social learning experience which has a major impact on the future of adolescent boys and girls [ 7 ].…”

“…From a psycho-developmental perspective, this process constitutes a psycho-developmental challenge for the teenagers [ 9 ], in which different processes of social competence are at play [ 10 ]. The first erotic-sentimental relationships should be considered as important learning experiences for boys and girls, providing a new framework for the security and support which adolescents crave [ 11 ], and contributing to their overall well-being [ 12 , 13 ]. The emergence of feelings of intimacy, support and care which accompany the new courtship relationship, seems to trigger previously acquired interpersonal relationship strategies, such as recognizing emotions in oneself and others, negotiation and moral reciprocity.…”